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THE 


EDUCATIONAL    TIMES, 


AND 


journal  of  tlje  Colltae  of  ^itctptors. 


VOL.    LXYIII.  -^\ 

From  January  to  December,  1915. 


LOUDON : 
FRANCIS   HODGSON,   89   FARRINODON   STREET,   B.C. 


1915. 


INDEX. 


ARTICLES,  4c. 

AntclifTe,  H.,  on  Appreciation  and  Inter- 
pretation. 118. 
Appreciation    and     Interpretation     (H. 

AntcliUe),118. 
Battles  of  Bovhood  (F.  Smith).  22. 
Blore.  R.  P.  H.,  on  Sequin.  254.  293.  397. 
Board  of  Education  Circular  concerning 

tlie  release  of  Secondar.v  Sdiool  Masters 

for  Active  Service,  458. 
Business  as  a  Career  for  Girls  (M.  Corner), 

21. 
Cahill,  M..  Cieurs  Francais,  14 ;  Esqnisses 

Fi-ancaises.  120;   Simplicite  Franraise, 

443;  Vignettes  Franraises,  333. 
Cambridge  University  Entrance  College 

Examination.  191S.  144. 
Can  Children  be   Taught   to  Speak   the 

Truth  r  (Lihan  F.  Ranise.v).  343. 
Careers  for  Girls.— Business,  b.v  JIargaret 

Corner,  21. 
Children  and  Poetrv  (Lilian  F.  Ramse.v), 

23. 
Christian     Educiition.     Foundations    of 

(Prof.  Forster) .  24,  61. 
Circular  849— Canon  Rawnsley  on.  2%; 

Secondarv  Schools  Association  on,  444. 
Ca-urs  Franrais  (JI.  Cahill),  14. 

College  of  Peeceptobs:— 

General  Meetings,  187,  412. 

Meetings  of  Council, 27. 108, 148. 184,  216, 

263,  411,  449. 
Pass  Lists : — 
Teachers'     Diploma     Examination. — 
■Winter.    1914,  105:     Summer,    1915, 
400. 
Certificate  Examination.— Christmas, 

1914,  83,  109;  5Iidsuninier,  1915,  311, 
369. 

Professional  Pi-eliininary  Examina- 
tion.—March.  1915.  147:   September. 

1915,  370. 

Lower  Forms  Examination.— Christ- 
mas, 1914,  90, 110 :  Midsummer,  1915, 
318,  370. 

Certilicjite  of  Ability  to  Teach,  135, 
256,399. 

Estnicts  from  Examiners'  Reports, 
189,  414. 

Compulsory    Games   at   Schools    (C.    A. 

Parker),  64. 
Corner.  M.,  on  Thought-Processes  in  Older 

Children,  439. 
Comer,  M.,  on  Business  (Careers  for  Girls), 

21. 

Correspoxdexce :— 
Board  of  Education  and  the  College  of 

Preceptors  :  Barrow  Rule,  196. 
Civics, the Teachiugof:  A.  Farquliarson, 

290. 
College  Examinations:  A  Teacher.  367. 
Educational  Iiuiuiries;  Beatrice  Webb, 

151. 
Electricitv    in    Schools.    Plea    for    the 

Earlier  Teaching  of :  W.  H.  Pick,  150. 
Emiilovnient  for  Women,  357  ;  B.  Dum- 

ville!  367. 
Foreign  Trade  and  English  Spelling: 

Christina  Just,  150. 
Holiday  Work  for  Teachers,  290. 
Information  wanted  :  C.  A.  Cave,  221. 
Linguistics  :  A.  Bernon.  150. 
Military  Training  in  Schools :    M.   H. 

■ludge,  576  ;  Ex-Sergeant,  404. 
Our  English  Pronunciation:  A.  Millar 

Inglis.57.149.218;  W.  Rippiuann.lll : 

R.  W.  Zaiidviwrt.  112;  B.  Kiiiiiville. 

112,196;  Z.  Locke.  112;  H.  Druiiiniond, 

150. 
Physical  Gymnastics  :  G.  L.  Melio,  405. 
Qu'estion  of  (iranimar:    .1.   Lawrence, 

219. 
Rational    and   Conventional    Spellinsr : 

Christina  Just,  405. 


CORRESPONriENCE— ctin^iHwef/. 
Reading  or  Doing  ;  A  Copeslake,  256. 
Scouting;  E.  Young.  290. 
Secondarv   Education  and   State  Aid; 

J.  O.  Bevan.  220. 
Suggestion.  \  :   J.  F.  F,.  Chevallier.  256. 
Teacliing   of    Recent   History ;     E.    L. 

Hasluck.  219. 
Ventilation;  I.  S.  Allen,  57. 
War,   the   Bov.  and  the  Income  Tax: 

G.  Devine.  i7. 

Current  Events,  17,  57,  119,  147,  185,  218, 

256,  290  557,  567,  405,  445. 
Dawes.  Dr.  Elizabeth,  on  Patriotism,  182. 
Deliived  Reforms  ( W.  D.  Roberts),  442. 
Earl.v  Education  (Miss  Leahy).  403. 
Education   and    the   Present    Crisis   (A. 

Henderson),  457. 
Education  by  Hope  (J.  Henderson),  378, 
Education  of  Girls,  375. 
Education    in    England   (Prof.  Sadler), 

459. 
Esciuisses  Franraises  (M.  Cahill).  120. 
Examinations  in  Secondary  Schools  (Prof. 

Sadler) .  185. 
Felkin,  W..  on  the  League  of  the  Empire. 

55. 
Forster,  Prof.,    on    the   Foundations   of 

Christian  Education.  24.  61. 
Forster.  Prof.,  on  the  Practice  of  Silence. 

122. 
Free  Places  (Miss  Lowe).  287. 
Freedom  and  Discipline.  259. 
German    v.    English    Education    (Sir  P. 

Magnus).  12. 
Gould,  F,  J.,  on  Moral  Teaching  as  Life- 
Revelation,  101, 144,  181. 
Greek  in  London:-  (E.  R.  Turner),  339. 
Head  iVIistresses'  Association  Conference, 

253. 
Head  Mistresses,  Association  of,  on  the 

Board  of  Education  Circular  849,  16. 
Health  in  the  Schools  (Prof.  M.  E.  Sadler), 

214. 
Henderson,  A,,  on    Education   and    the 

Present  Crisis,  437. 
Henderson,  J.,  on    Education   by  Hope, 

378. 
Henderson,  J.,  on  StufI  of  Dreams.  103. 
Inspection    indispensable    to    Etticienc.v 

(J.  S.  Thornton) .  373. 
Jex-Blake.  Dr..  289. 
Kinema,  Dangers  of  (J.  C.  Wright),  25. 
Kitchener,  Francis  Elliott,  402. 
Laws  of  Presentation  in  Teaching  (W.  H. 

Pick),  409. 

Leading  Articles  :— 
College  Charter,  The,  175, 
First  Calendar,  The,  245. 
Inspection  indispensable  to  Efhciencv. 

283. 
Knaresborough  Experiment,  209, 
1914-15.  7. 

Overthrown  Ninepin,  433. 
Professional  Organizations.  395. 
School  Examinations  and  the  College  of 

Preceptors.  97. 
Schools  and  Military-  Training,  47,  361. 
Things  that  Matter!  329. 
Turn  of  the  Tide,  141. 

League  of  the  Empire  (W.  Felkin),  55. 

Leahy,  Miss,  on  Early  Education,  403. 

Lighter  Side  of  Pedagogy.  184. 

London  Mathematical  Societv,  39,  78, 135, 
167.  205.  239.  275,  403. 

London  I'niversity,  Presentation  of  De- 
gree's, 215. 

Lowe,  Miss,  on  Free  Places,  287. 

JIacMunn,  N.,  on  a  Science  of  Education, 
579. 

MacMimn,  N.,  on  Partnership  in  Teach- 
ing. 55. 

Magnus,  Sir  Philip,  on  German  v,  English 
Education,  12. 

^lagnus.  Sir  Philip,  Speech  of,  at  London 
Uni\ersity,  213. 


Mathematical  Questions  and  Soi.r- 

Tioxs :  —  Aiyangar,    T.    K.,    201.    555; 

Aivar,  N.  S.,  554,  584;  AUiston,  N.,  155. 

273.   424:    Ashdown.  W.   J..  57;  Bailey. 

W.  X..  37, 132.  201.  236.  274.  353.  554,  584. 

585,424,405.426:    Barniville.  J.  .1.,  236. 

461  :   Beard.  W.  F..  76.  132.  165,  166.  202. 

272,  305,  306,  554,  424,  426,  460;  Berwick. 

W.    E.    H.,    166;    Biddle,   D.,   165,460: 

Border,  G.  W..  585:   Brown.  F.  G.  W., 

76.  133,  554,  586,  426:    "Contributor," 

426:  Coupeau,  Prof..  462:  Crofton.  Prof., 

202:   Cunningham,  Lt.-Col.  A..  57,  166, 

237.306.426:  Curjel.  H.  W..202:  Davis, 

R.  ¥.,  57.  152.  134.  164,  165,  166,  202,  273, 

505,354,385,461;   Drurv,  H.  D.,  154,  236, 

586;  Genese,  Prof.  R.  W.,  77:  (ihaktak 

M..  554:    Gililett,  M.  A.,  164,  201,  272, 

386,  424,  426:    Goormaghtigh,  R.,  164: 

Hamilton,  E.  R..  165.  304;    Hammond 

J..  505,  553;    Hardingham,  C.  H..  352; 

Hillver,    C.    E.,    56 ;     Hime,    Lt.-Col. 

H.  W.  L.,  272;    Hopkins.  G.  H..  424 

Howarth.  B..  155,  257,  275, 306  ;  J.  H.  M. 

425;  Jones,  A.  E.,  57;  Jones.  I.  FitzRoy. 

155,353:   Lakshmana,  T.,  462;  Lycett. 

C.  V.  L..  132;  MacMahon,  Capt.  P.  A.. 

135:    Macmillan.  J..  155.  201,  354.  384, 

461:    Madden,    J.   G.,  385;     Madhava. 

K.  D.,  201 :  Martyn.  W.  J,.  202.  273,  304. 

384,  424:  Mavor.  F.,  275;  Meslienberg. 

M.  P..  202;  Mindhaiii,  W.  F..  166:  iluir, 

T     57,  238,  552,  584,  586,  461:    Nanson, 

Prof.  E.  J.,  77, 132,  166.  202.  237,  425,  462 ; 

Narayanan,  S..  l32;  Nesbitt.  A.  M.,  36, 

132    201,  384,  460,  461:   Neuberg,  Prof., 

76,  462  ;  Noble,  E.  R..273:  Peachell.F.H., 

305   286,  426,  <;61  :  Reeves,  F.  W..  236; 

Riddell.  H..  76  ;  Ross.  C.  M.,  58,  77,  201, 

202  238,  272,  275,  306,  353,  354.  426.  461, 

462  :  Sanjana,  Prof..  57,  76.  272,  505,  353 : 

Smith.    A.    P.,    202;    "  Solidus,"    164: 

Srinivasan,  Prof.  R.,  236.  238.  305.  306, 

554.426,460,462;  Steggall,  Prof.  J.  E.  A., 

272.305;  Stephenson.  P.  T.. 426;  Stewart, 

L.  M.,584;  Swaminai-ayan,  Prof.  J.  C, 

165.  166.  256.  305  :  Swinden,  B.  A.,  354  ; 

Tata,  R..  505.  585  :  Tavani.  F.,  152,  257: 

Tavlor,  F.  Glanville.  165.  306,  426  ;  Tur- 

ton,  F.  J..  132,  165:  Wales,  H.  R..  38. 

201,  272:  Watherslon,  Rev.  A.  L.,  201 

Whitworth,    M,    A.,    165;    A'oungman. 

C.  E..  76.  135.  164,  166,  202,  236,  237,  274 

353,  384,  425,  462. 

Mathematics  in  Secondary  Schools.  225. 

Miers,  Sir  Henry,  59. 

Militarv  Training  in  Schools  (J.  L.  Paton), 

576. 
Moral  Teaching  as  Life-Revelation  (F.J. 

Gouldi.  101, 144,181. 
Nairne,  Dr..  on  the  Teaching  of  St.  Paul 

115,  153,  178. 
New    Ideals    in    Education    Conference, 

334. 
Notes.  8.  48.  98,  142,  176,  210,  246,  284,  330, 

562,  594,  434. 
Old    Scholastic    .Advertisements    (C.    E. 
..Thomas),  216,399. 
Osterberg,  Mnie  Bergman,  377. 
Parker,  C.  A.,  on  Compulsory  Games  at 

Schools,  64. 
Partnership   Teaching.   Further    Experi- 
ments in  (Norman  MacMunn),  55. 
Paton.  J.    L..  on    Military    Training    in 

Schools.  376. 
Patriotism  (Dr.  Elizabeth  Dawes),  182. 
Pick,  W.  H..  on  Laws  of  Presentation  in 

Teaching,  409, 
Poi-try- To  France;    Lilian  F.   Ramsey, 

56: "vision  of  Vengeance:  A.  C.  Biay. 

56;  Why'r:  A.  C.  B.,  15. 
Practice  in  Resistance,  148. 
Prize  Comp  tition,  18,58,113,151,185,221, 

262,  291,537,368,  406.466. 
Ramsev.  Lilian  F.,on  Children  and  Poetry, 

223.  ' 
Ramsev.  Lilian  F..  on  Teaching  Chi  dren 

to  Speak  the  Truth,  343. 


Rational  and  Conventional  Spelling  (W. 

Rippniann),  380. 
Rawnsley,  Canon,  on  Circular  849,  296. 
Rippniann,   W..    on    Rational   and    Con- 
ventional Spelling.  580. 
Roberts,  \y.  D.,    on    Delaved    Reforms, 

442. 
Robertson's,  Miss,  Appeal  to  Schools.  251. 
Sadler,  Prof.,  on  Education  in  England, 

459. 
Sadler,  Prof.,  on  Examinations  in  Second- 
ary Schools.  183. 
Sadler,  Prof.,  on  Health  in  the  Schools, 

214. 
St.  Paul.  The  Teaching  of  (Dr.  Nairne), 

115.  153.  178. 
School  Books  and  Eyesight.  442. 
Science    ot     Education     (Norman    Mac- 
Munn), 379, 
Secondary  Schools  Association  on  Circular 

849,  444. 
Swriiin  (R.  P.  H.  Blore).  254.  295,  397, 
Silence,  Practice  ol  (Prof.  Forster).  122. 
Simplicite  Fianraise  (M.  Cahill).  443. 
Smith,  I".,  on  B:.ttles  of  Boyhood,  22. 
Studies  in  Schools  (B.  E.  R.  Turner)- 1, 
Emmanuel  Private  School  for  Girls,  447. 
Stutf  of  Dreams  ul.  Henderson).  103. 
•nnimarv  rt  the  Month.  11,  51.  100,  211, 

249,  286.  532,  564,  595.  436. 
reachers'  Register.  58,  212. 
Teachers'  Registration  Council.  144. 
Teachers'  Registiation  Council  and  Cir- 
cular 849.  55.  289. 
Thomas.  C.   E.,  on  Old   Scholastic  Ad- 
vertisements, 211. 
Thornton,    J.    S.,    on    Inspection     and 

Efficiency,  373. 
Thought-Processes  in  Older  Children  (M. 

Corner),  439, 
Turner's,  B.  E.  R.,  Studies  in  Schools,  I, 

447. 
Turner,  E.  R.,  on  Greek  in  London,  359. 
Universities  and  Public   Retrenchment, 

366. 
Uplands  Summer  School,  366 
Vignettes  Fraii<:iises  (Clarion  Cahill),  333. 
^A'ar  Seivice  for  M'omen.  546. 
Wright,  J.  C,  on  Dangers  of  the  Kinema, 
23. 


REVIEWS,  NOTICES,  &c. 

Reviews. 

Acland's  Child  Training.  228. 
.Vdainson's  The  School,  the  Child,  and  the 

Teacher,  157. 
Adkins's  The  War,  228. 
Auzas'  Poetes  Francais  du  XIX eSieele, 68. 
Bagle.v's  School  Discipline,  156. 
Bell's  Essentials  of  French  Grammar.  69. 
Bevan's    I'niversitv   Life    in    the    Oltlen 

Time.  125. 
Blackwood's  The  Extra  Day,  451. 
Cambridge  English  Liteiature,  Vol.   II, 

125. 
Campagnac's  Theory  of  Education,  264. 
Childs's  Interest  and  Ellort,  228. 
Circular  869.  229. 
Clarke's  Bishop  Burnet  as  Educationist, 

28. 
Cook's  Play  Jlethod  in  Prose.  70. 
Crees's  Didascalus  Patiens.  451. 
Cunningham's  Principle  of  Relativil.v.  299. 
Curtis's  Education  through  Play,  156. 
De  Morean's  Essavs  on  Newton( Jourdain), 

125. 
Deshnmhert  and  Ceppi's  French  Gram- 
mar, 69. 
Dickson's  .\lgebraic  Invariants,  3C0. 
Dickson's  Linear  .Mgebras,  159. 
Dumville's  Teaching.  451. 
Edmonds's  Greek  History  for  Schools,  159. 
Einhard's  Life  of  Charlemagne   (Garrod 

and  Jlowat).  419. 
Elt-mentarv  Science  Teaching  Sugf  e  tions, 

380. 
Fisher's  Mothei-s  and  Children,  299. 


INDEX. 


Ill 


Glehn    and     Chouville's     I'ei-se    French 

Course,  Part  II.  69. 

(.iraves's  Student's  Historv  of  Education. 
450. 

Harrinptou's  Roman  Elegiac  Poets.  230. 

Hay's  Liphtrr  Side  of  School  Life,  28. 

Havward's  The  Lesson  in  Appreciation, 
221. 

Horsburgh's  Modern  Instruments  and 
Methods  of  Calculation.  69. 

Howard's  Latin  Selections.  452. 

Huphes's  Ciiizens  to  Be.  347. 

Judds  Psychology  of  High  School  Sub- 
jects. 418. 

Kemps  Methods  for  Schools,  450, 

Killing  for  Sport,  348. 

Kirkaldy's  British  Shippinir.  29. 

Klapper's  Teaching  Children  to  R^-ad,  158, 

Leach's  Scliools  of  Medieval  England.  197. 

I,#e's  Play  in  EducJition.  299. 

Lincoln's  Everyday  Pedagogy,  419. 

Lloyd's  Making  of  the  Roman  People,  124. 

Miuchins  Statics  (Gernins).  VoL  11.348. 

Moritz's  iVIemoraliilia  ^latheniatica.  69. 

Morris.  'Williani  (Chu ton- Brock),  28. 

Morris's  Bannockburn,  68. 

Morris  and  Dawson's  Why  the  Nations  are 
at  War,  347. 

Overseas,  30.  71 ,  125,  197,  231 ,  266,  300, 420, 
452. 

Paget's  New  Parent's  Assistant,  67. 

Pame's  Rhyming  Thirds.  70. 

I'arker's  Methods  of  Teaching,  381. 

I'aton's  The  Chdd  of  the  Naiion,  197. 

Pierpont's  Functions  of  a  Compleji 
Variable.  382. 

Poutsma's  Late  Modern  English 
Grammar.  70. 

Pritchard's  Madame,  420. 

Robb's  Theoi-y  of  Time  and  Space,  300 

Roman's  Industrial  and  Commercial 
Schools  of  the  United  States  and 
Germany,  449. 

Sannazaro's  Piscatory  Ec'.ogues  (Must- 
ard ) ,  158 

Sidis's  Foundations  of  Psychology.  449. 

Simmonds's  In  Caesarem  Gulielmum 
Oratio.  419. 

Sleiffht's  Educational  Values  and  Methods. 
221. 

Tacitus,  History  of  (Ramsay),  265. 

Verses,  'Varsity,  Scholastic,  and  Other- 
wise, 67. 

Watson's  Complex  Integration,  159. 

W'elton's  What  do  we  mean  bv  Education  V 
57. 

Witte  Karl.  Education  of  (Bruce),  264. 

Woods's  Ad  Luctm,  122. 

General  Notices. 

Abbott's  Exercises  in  Arithmetic,  268. 

Acts  of  the  Apostles  (Knapp),  127. 

Adams's  Complete  Scout,  34, 

Adams's  Map  Projections,  127. 

Adamson  and  Cock's  Tlie  Jlother  Tongue, 
Book  2,  75. 

Albert's  Intermediate  English,  126. 

Allen's  Germany  and  Europt*.  232. 

Alston  s  How  to  Speak  and  Read,  126. 

Antclitle's  How  to  Pass  ilusic  Examina- 
tions, 13?. 

Appteton's  Fabulae,  72. 

Armstrong's  Descriptive  Ge.^metry,  422. 

Arnim's  Der  ToUe  Invalide  (Wilson),  72. 

Astou's  Stories  from  German  Historv,  453. 

Biicon's  Contour  Atlas.  233.  285. 

Bacon's  Map  and  its  Story.  268. 

Bacon's  South  Central  Europe  War  Map, 
456. 

Baillie's  Electrical  Engineering,  Vol.  I, 
458. 

Baker  and  Bourne's  Shilling  Arithmetic, 
269. 

Baker's  Compend  of  Musical  Knowledge. 
130. 

Baldwin's  English  Medieval  Literature, 
348. 

Bailey's  Course  of  Practical  Knglish,  73. 

Balzac's  Eugeuie  Grandet  i Spiers),  126. 

Barkla  and  Carse's  Practical  Ph\sics, 
458. 

Barnard's  Outlines  of  Physical  Geography, 
74. 

Bartholomew's  War  Map  of  Italy  and  the 
Balkans,  456. 

Bate's  English  Composition.  348. 

Bateman's  Electrical  and  Optical  Wave- 
Motion,  454. 

Bayliss's  First  School  Calculus,  199. 

Beard's  Jolly  Book  of  Boxcraft,  453. 

Bell's  Leiiders  of  English  Literature.  455. 

Benedix's  Ein  Liist-piel  (Uswald).  383. 

Beowulf  (Wyatt  and  Chambers  t,  159. 

Berry's  Volumetric  Analysis.  458. 

Bewsher's  Exerciser  in  English,  126.. 

Black's  Geographical  Pictures,  Series  II, 
73. 

Black's  Travel  Pictures,  235,  283. 

Blackie's  Modern  Copyriglit  Authors,  456. 


Biackie's  New  Systematic  Readers, Fourth 

and  Fiftli,  348. 

Borchardt  and  Perrott's  Numerical  Trigo- 
nomeiry.  31. 

Brewster  and  Wagstaffe's  School  Statics, 
128. 

Briggs  and  Bryan's  Matriculation  Me- 
chanics. 128. 

British  Boy's  Annual,  454. 

Brodie  Books,  421. 

Browns  Boy  Scout  Diaries.  454. 

Bro«n  l'nivei"sity  Catalogue,  160. 

Brown  and  Johnson's  Home  of  .Man- 
America,  74. 

Browne's  Nunusmatics.  422. 

Bryant  and  L:ike"s  Greek  Exercises,  266. 

Bunnyflufkins.  454. 

Burrell's  Bible  Stories,  34. 

Caldwell  and  Elkanberrv's  General  Sci- 
ence, 302. 

Cambridge  Bible  for  Schools  —  Genesis, 
127:  Leviticus,  160. 

Cambridge  County  Geographies— Argvll- 
shiie,  234:  Peehles,234:  Flintshire,  160; 
Durham,  160;  Moray  and  Nairne.  268. 
Clackmannan  and  Kinross,  268;  Stal- 
fordshire.  422. 

Cambridge  Elementary  Arithmetics,  422. 

Cambridge  Elementary  Classics.  267. 

Cambri.ige  Geoj^raphical  Readers,  422. 

Cambridge  Greek  Testament  for  Schools- 
Epistle  to  the  Ephesitns,  160;  First 
Epislle  of  St.  Peter.  160;    St.  Mark,  IbO, 

Cambridge  Handbooks  for  Teachers.  350. 

Cambridge  Nature  Study  Scries.  128. 

I'ampbeH's  Plays  for  Chddren.  305. 

Carmichael's  Tneory  of  Numbei-s.  199. 

Carslaw's  Plane  Trigonometry,  350. 

(ilMSselPs  Children's  Annual,  454. 

Castle's  Workshop  Arithmetic,  269. 

Cathcart's  Physiology  and  Hygiene,  458. 

('aunt's  Infinitesimal  Calculus,  32. 

Ceppi's  C'est  la  Gnerre,  267. 

Chambers's  Effective  Readers,  Book  VI, 
302  :  Readers  for  Chddren,  455. 

Chambers's  European  Entanglements, 
349. 

Charles's  Religious  Development,  127, 

Chaytor's  Direct  German  •  ourse,  72. 

Chignell  and  Patei-son's  Arithmetic,  32. 

(Chinese  Command.  34. 

Christmas  Gift  Books,  453. 

Churchill  and  Slater's  Latin  Prose 
Grammar,  198. 

Classical  Ass.^ciation  Proc^-edings,  72,  454. 

Classical  Studies.  Year's  Work  in,  26*7. 

Claxton's  Rambles  in  Rural  Enirland. 
268. 

Coke's  Our  Schor^ls  and  the  Bible,  34. 

Coles's  Home  of  Man.— Asia.  160. 

ConstitutiouMl  Docmnems  I  to  VI,  160. 

Couifs  The  English  Nation,  349. 

Cox's  Eerstp  Steppen  oin  Engelsc-h.  456. 

Cra-^tree's  Theory  of  Spinning  Tops.  74. 

Cracknell's  Laws' of  Algebra.  422. 

Cracknells  School  Algebia,  127. 

Cub,  The.  455. 

Curme's  First  German  Gi-ammar.  383. 

Curr's  Commercial  Geogi-aphy.  422. 

Daniels's  Contes  de  la  Fi-ance  Contem- 
P'ti-aine,  199. 

Davidson's  Romance  of  the  Spanish  Main, 
453. 

Davies's  Geological  Excursions  round 
London,  lc8. 

Dehmel's  Das  Griine  Haus  (Ash),  456. 

Dent's  Exercises  in  Prose  Literature.  455. 

Dent's  French  Classics,  268. 

Dent's  Historical  and  Economic  Geo- 
graphies. 268. 

Dickson's  Theory  of  Equations,  31.  74. 

Dobbs's  School  Course  in  Geometry,  32. 

Draper's  Middle  Method  German  Course, 
32. 

Drummond's  School  Hygiene.  458. 

Dryden's  Annus  Mirabilis  (Chrisiie),  455. 

Dunlop  and  Jackson's  Slide-Rule  Notes. 
35. 

Du  Pontefs  Latin  Course.  Part  I,  301. 

Earnshaw  s  In  the  Hayfield,  162. 

Eckford  and  Fitzgerald's  Household 
Management.  459. 

Elias'>(rreat  Names  in  English  Literature. 
Vol.  11.455 

Elliot's  hrose  for  Recitation,  159. 

Elliott's  Models  for  Mathematics.  74. 

English  Economic  Histoiv  Documents, 
199. 

Knsor's  Belgium,  268. 

Euripides'  Heracles  (Byrde),  72. 

Fabre's  Bramble- Bees,  4i3. 

Fairffrieve's  Geography  and  World  Power, 
382. 

Fairy  Tales  iGoldingand  Tarrant),  455. 

Far  from  Home,  34. 

Fawdry's  Statics,  Part  I,  128. 

Fergusson  s  Percentage  Trigonometry. 1^9. 

Ferris's  Sunday  Kinderirarten.  160. 

Finns  Experimental  Electriciiy and  Mag- 
netism, 422. 


Filth's  Physical  Cheniistrj,  458. 

Fletcher's  Elder  Brother  (Draper).  455. 

Fletcher's  Making  of  Western  Europe, 
Vol.  11.232. 

Fowler's  British  Orators.  382. 

Franklin  and  Shearmur's  Commercial 
Geography.  234. 

Frey  tag's  Die  Erhebung  Preussens 
(Siepniann).  33. 

Fritsch  and  Sali>bury's  Study  of  Plants, 
74. 

Frv's  Principles  of  Physical  Geography, 
550. 

Fuineaux's  Plant  and  Animal  Biologv, 
162. 

Gardiner's  Intro  luc'ion  to  Geology.  270. 

Gask's  True  Stories  about  Horses,  453. 

Geddes  and  Thomson's  Sex.  34. 

(Jeirich  and  Cunningham's  English  Com- 
position. 382. 

Gibson's  Stars  ami  their  Mysteries,  455. 

Gilbt-ri's  ^'oteson  St  Mattiiew's  Gospel, 
127. 

Girls'  School  Year  Book.  350. 

Goddard's  First  School  Botany,  162. 

Godfrey  and  Sid-ions's  Geometry— Solu- 
tions. 128. 

Golding's  Anitn.l  A  B  C.  453. 

Golding's  General  Geography,  350 

Grand  Duchess  Benedicta.  453. 

Granger's  Via  Romana,  267. 

Great  Nations,  1:0. 

Green's  Composition  for  Junior  Fiinns, 
382. 

Gretton'-*  Commercial  Politics  (1837-1856). 
73. 

Griffiths  and  S  leirnnir's  British  Empire 
beyond  the  Se-as,  549 

Gronow's  Vnv  kleine  Leute.  383. 

Grove's  British  Flowering  Plants.  425. 

Guedalla's  Partition  of  Europe,  2i2. 

Haddon's  Edu  ative  Geography,  4o6. 

Hall's  Frederick  the  Great.  456. 

Harmer's  Eugli>h  Historical  Documents. 
232. 

Harrison's  Main  Stream  of  Ensrlish 
History,  382. 

Hart's  E^perimentsl  Statics.  425. 

Havell's  Republican  Rome.  160. 

Ha^elock's  Propagation  of  Disturbances, 
3U2. 

Health  Series  of  Phvsioloffv  and  Hygiene. 
305. 

Heaton's  Regional  Geogi-aphv,  Books  I 
and  11,160. 

Heller's  Die  drei  gereehten  Kammacher 
(Collini;s),456. 

Hero  of  Liege.  34. 

Hilton's  Homogeneous  Linear  Substitu- 
tions. 385. 

Hislop's  in  Norman  and  Plantagenet 
Times.  456. 

Hobson's  Napier  and  the  Invention  of 
Logarithms,  52. 

Hodgess  Latin  Note  Book,  198. 

Home  Tniversity  Library.  35.  54, 127,  268. 

Homer's  Odvssev,  Books  VI  and  VI 1 
(Edward-),' 267! 

Hope's  School  of  Arms,  A53. 

Horwood  s  Plant  Life  in  Britain,  162. 

How  to  Keep  Fit.  54, 

Hudson's  Scniller  and  his  Poetry,  32. 

Hughes's  Photo- Electricity,  35. 

Hurry's  Sumer  is  Xcumen  in,  130. 

Hviie's  Melodies  and  Tests  for  Sight  Sinc- 
ii'g.  302 

Ian  iiardy.  Senior  jMidshipman.  453. 

Ibbotson  s  Ailventures  of  Missionary 
Explorers,  455. 

In  the  Wake  of  the  War  Canoe,  453. 

Indian  Slory  Book,  54. 

Inductive  English  History.  260. 

Innes's  History  of  England,  Vol.  Ill,  75; 
Vol.  IV.  382. 

Jackson  and  Roberts's  Elementary  Me- 
chanics, 32. 

Jennings's  Story  of  the  Golden  Fleece,  453. 

Jephson's  On  the  Hillside,  162. 

Jewett's  The  Next  Generation,  302. 

Job.  Poem  of  (King),  34^_ 

Johnson's  Problems  of  Boyhood,  72. 

Jolinston's  Atlas  Geographies,  254,  349. 

Johnston's  War  JIap.  234. 

Jones's  Numerical  Examples  in  Physics, 
383. 

Junior  Regional  Geography,  350. 

Kate  Mitchell.  34. 

Keiirton's  Wonders  of  Wild  Nature,  458. 

Kflst-y's  Leicestershire,  421. 

Kiiicaid  s  Peccan  Nursery  Stories,  34. 

Kings  II  (Box). 54. 

Kingscott  and  Knight's  Quantitative 
Organic  Analysis,  128. 

Kingsford's  Ensrlish  History  in  the  Fif- 
teenth Century.  232. 

Kippax's  Call  of  the  Stara.  33. 

Kirkaldy's  Rudiments  of  Music.  302. 

Klaussnians  Wolfdietrich  (Adnns),  456. 

Klickmann's  Little  Girls'  Sewing  Book, 
459. 


Ivriiger's  Deutsche  Stunden,  456, 

La  Belle  Alliance,  163. 

La  Fontaine's  Nouveau  Cours  Fi'ancais, 

232. 
Ijake's  Physical  Geography,  456. 
Lamb's  Dynamics,  32. 
Lamben's    Missionai  v    Knights    of    the 

Cross.  453. 
Lay's  British  Isles.  160. 
Leathes's  The  People  of  England,  'Vol.  I, 

455. 
Legge's  The  Thinkins  Hand,  162. 
Liiienkron's  Vm/ingeit  (  Hughes).  456. 
Linecar's  Exercises  in  English  Composi- 
tion. 455. 
Little  Folks  Christmas  Volume,  451. 
Little  Mousie  Crusoe,  454. 
Livv's  Ab  Urbe  Condita,  Book  III  (Jones), 

198. 
Lobban's  I^tin  Verb  Pai-adigms,  422. 
Lof-khart's    French    Picture   Vocabularv, 

126, 
Longmans'  Explicit  Arithmetic-*,  422. 
Lubbock's  Book  of  English  Prose,  126. 
Lucas's  Briti-h  Empire,  268. 
Macauhiy's  HniMiius.  \c.  (Collins),  455. 
.McD.iunall  s  Earth  Knowledge,  235. 
McFai  lane's  Econouiic  Geographies.  127, 
McT«iren*s  Four-ligure  Logirithm  Table, 

454, 
>Iacmillan's      English      Literature     for 

Secondary  Schools,  382. 
Macmillan'sGeogi-aphical  Exercise  Books, 

73, 
Hacmillan's  How  and  Why  Stories.  455. 
Macniillan's  Reform  Arithmetic.  269. 
>IcPherson  and  Henderson's  Chemistry, 

458. 
Macpherson  and    Reid's   Aural  Culture, 

Part  II.  150. 
Madeley's  Noctes  Laiinae,  72. 
Mair's  Exercises  in  Mathematics,  32. 
^larch's  Towards  Racial  Health,  302. 
Mariehal's  French  Lilerjture.  72. 
Marsh's  Mathematics  Work- Book.  32. 
Miirsh's  Practicil  .Mathematics,  Vol.  II, 

31;  Vol.  111,269:  Vol.  IV.  74. 
Martin's  Modern  Chemistry.  453. 
^lathematical  Monographs,  199. 
Mathews's  Proj^-ctive  Geometry.  454. 
>Iathews's  Secret  of  the  Raj.  456. 
Mattinglv's  Outlines  of  Ancient  History, 

199. 
Maud's  Shakespeare's  Stories.  126. 
Melandri's  Ninette  (Pell),  127. 
Memoranda  on  Teaching  Music.  130. 
Aloffetfs  Lectures  Historiques,  267. 
^lorgan's  Boy  Electrician,  453. 
>Ioritz's    Plane   and    Spherical    Trigono- 
metry, 162. 
Montz's  Spherical  Trigonometry,  162. 
Morris's  Historv  of  3Iodern  Europe.  73. 
Mort's  British  Isles,  160. 
\Iv  Book  of  Best  Fairy  Tales.  454. 
My  Friend  Phil,  453. 
^lysterious  Inheritance.  34. 
Nelson's     H  igh     Roads    of    Geography, 

Book  VI,  349 
Xepos— De  Diicibns  (Butler).  72. 
Vernst's  Theory  of  the  Solid  State,  502. 
'^"ew  Outlook  Geoeraphy,  74.  160. 
Xewbolt's  Book  of  the  Thin  lied  Line, 

453. 
Vightingale's  Geograpbic;il  Models,  160. 
Xightlngale's  Visual  Botany,  423. 
N'ixon  and  Steel's  England  in  the  Nine- 

tepnth  Century,  268. 
Noyess  Textbook  of  Chemistry.  162. 
Nunn's  Exercises  in  Algebra,  350. 
Xunn's  Teaching  of  Algebra,  350. 
Odell's    British    Isles     (Weather    Chart 

Exercises  I,  74. 
Oliver  and   Boyd's  Simple  Geographical 

Readers,  253. 
Oscroft's  Advanced  Inorganic  Chemistrv. 

458. 
O'Shea  and  Kellogg's  Health  and  Cleanli- 
ness, 303. 
O'Shea  and  Kellogg's  Health  Habits  305. 
Ovid's  Elegiacs  (Strangewuys),  267. 
Oxford  County  Histories.— Leicesterahire, 

421. 
Parker's  Elements  of  Op'ics.  585. 
Pa.-yne's  Short  History  of  the  Sikhs.  421. 
Pe'rrault's  Quatre  Contes  i  Wilson-Green), 

268. 
Philip's  A  Vision  and  a  Voice,  160. 
Philips"  Contour  War  Map.  254. 
Philips'  Synthetic  Maps.  383, 
Pickless  Composition  through  Reading, 

159. 
Pickles's  Surface  of  the  Earth.  268 
Piseott  and  Finch's  North  Americ-a,  268. 
Pliny's  Letters  (Allen).  267. 
Poetry  and  Life  Series.  421. 
I'ollarl  and  Cook's  Reform  Arithmetic, 

269. 
Porchat's  Bereer  et  Proscrit  (Truan),  268. 
I'uhlic  School  Yearbook.  163. 
Ramsay's  Making  of  a  Uuiveisity,  301. 


IV 


INDEX. 


Kulclille's  Chemistry,  458. 

Readc's  Cloisterand  tlie  Heartli(\Vheeler). 

453. 
lleill.v's  School  Science.  456. 
Renault's  Exercises  in  French  Grammar. 

232. 
R«vnolds's  Three   Southern  Continents. 

xo. 

Riehl's  Der  Stadtpfeiter  (Os«'ald) .  456. 

Ritchie  and  Moore's  French  Composition. 
232. 

Roberts's  Isle  of  Gramar.ve.  Part  II.  582. 

Roberts's  Picture  Rook  of  British  History. 
Vol.  I.  232. 

Robertson's  Elizabethan  Literature,  159. 

Robertson's  Greek  Readint;,  422. 

Robertson's  Nature  in  Boohs.  162. 

Robertson's  Plants  we  Play    with.  454. 

Rossington's  Lessons  in  Sigbt-Singiuf^. 
130. 

Rowley's  BaQ'odils,  163. 

Ryles'Olim,  72. 

St.  JIatthew's  Gospel  CWalker),  34. 

Sandvs's  History  of  Classical  Scholarship, 
301. 

Sanjana's  First-year  Course  in  Mathe- 
matics, 74. 

Saturday  Island,  453. 

Scarlet  Scouts,  454. 


Schmidhofer's  Erstes  DeutschesI.esebuch, 

383. 
School  of  Arms.  453. 
Schoolmasters  'i'earbook.  163. 
Scott's  RcliKions  of  Antiquity,  127. 
Seneca's    Dialogues,    Books    X    to    XII 

(Duff),  301. 
Sex  Hyg  ene  Teaching  Report,  33. 
Sichel's  Renaissance.  73. 
Sidgwick's  English  History  Ballads,  160. 
Simmonds's  All  about  Aircraft.  ^^54. 
.Smith    and    Mikami's    Japanese    Mathe- 
matics. 383. 
Smith's  Commercial  Geography.  233. 
Smith's  Investigation  of  Mind  in  Animals, 

383. 
Smith's  Short  History  of  Europe,  73. 
Smith's  Tiee  of  Knowledge.  34. 
Smithsonian  Institution  Report,  458. 
Snowliall  and  Bowtell  s  England   before 

the  Normans,  268. 
Sncrates'  .\polog.v  (Adam),  267. 
Sparks's  Matriculation  English  Course  455. 
Stanley  s  Practical  Applied  Physics.  33. 
Stewart  and  Tilley's  French  Romanticists, 

198. 
Stieglit/.'s  Qualitative  Analysis,  128. 
Storm's  Von  Jenseit  des  Meeres  (Oswald). 

456. 


Strang's  Book  of  Adventure  Stories.  34. 
Street's  Physical  Tmining  for  Boy  Scouts, 

459. 
Student  Christian   Movement  at  "Work, 

160, 
Swinstead's  Six  Pieces  for  Children,  162. 
Tacitus'  Annals.  Book  IV  (Edwards), 454. 
Taylor's  Conspectus.  454. 
'Taylor's  Questions  on  Mackinder's  Geo- 
graphy, 422. 
Thomson's  Precis  Writing  for  Schools.  348. 
Tiny  Tots.  454. 
Tracy  and  North's  Descriptive  Geometry. 

74. 
Treble's  I^Taterials  for  Precis  Writing.  159. 
'Twentyniau's  English  Composition.  420. 
I'nison  and  Part  Songs  ("Yearbook  Press), 

163, 
Vnwin's  Pond  Problems,  128. 
I'sherwood     and     Trimble's     Technical 

Mathematics,  Part  I.  32. 
\enables'  High  .School  Singer,  130, 
Verne's  Works  iHarran),  267. 
\'eri'alls  Lectures  on  Dr.vden.  126. 
Viilinger's    Leodfger   der    Hirtenschiiler 

(Merryweather).  73. 
Vieogradnll's  Common  Sense  in  Law,  53. 
Wallis's  First  English  Gramii  ar,  126. 
Wallis's  Teaching  ot  Geogiaphy,  350. 


M^allis's  The  British  Isles(Exercise  Books), 

73. 
Walters's  Reform  First  French  Book,  127. 
Walters's  Reform  First  German  Book,  72. 
War  and  Democracy.  124. 
Warner's  On  the  Writing  of  English,  349. 
Weal  her  Chart  Exercises.  'j4. 
Weber's  Deulsches  Heft,  32. 
Webster's  Elementary  Arithmetics,  422. 
Webster's  Historv  of  the  Ancient  World, 

268. 
Webster's  N  ineteenth  Centui  v  Diplomacv, 

421. 
Weekley's  Romance  of  Names,  73. 
WentW'Orth  and  Smith's  Place  Trigono- 

nietrv,  302. 
Westell's  Bird  Studies,  128. 
White's  Ci  urse  in  Music.  302. 
Whitton's  First  Book  of  Chemistry,  74. 
Wight's  Elementary  Gnipbic  Statics,  128. 
Wiimore's  First  Bonk  of  (jeology,  270. 
Wilson's  Dietrich  von  Bern.  32. 
Wilson's  Progress  to  Litei-ature.  455. 
Winchester's  New  S.vstem  of  Anal.vsis,  455. 
Woo-f's  La  Guerre  de  Cent  Ans.  7*2. 
Young's  Primer  of  English  Literature,  126, 

Pt'llLICATtONS  Receivei),35,  75. 131,  163, 
200,  234,  270,  303,  350,  384,  423,  459, 


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close  "Wednesday,  February  10th,  1915. 

SCHOOL  EXAMINATIONS  (Syllabus  B). 
Held  thi'oughout  the  British  Isles  three  times  a 
year,  viz.,  March-April,  June-July,  and  October- 
November.      Entries  for  the   Jlarch-April   Exam- 
inations close  Wednesday,  February  3rd,  1915. 

Specimen  Theory  Papers  set  in  past  years  (Local 
Centre  or  School)  can  be  obtained  on  application. 
Price  3d.  per  set,  per  year,  post  free. 

The  Board  offers  annually  SIX  EXHIBITIONS. 
tenable  at  the  R.A.M. or  H.C.M.  for  two  or  three  years. 

Syllabuses  A  and  B,  tlie  Syllabus  in  Ear  Trainins 


and   Sight  Singing,  entry  forms  and  any  further 
iiuation  will  be  sent  post  free  on  application 


infor 
to 


JAMES  MUIR,  Secretary. 

15  Bedford  Square,  London.  W.C. 
Teleiframs  ;  "  Associa,  London." 


Slitdeiits  of  Univevsity  Correspond etice  College 
ivhojoin  His  Majesty's  Forces  will  be  permitted 
to  postpone  any  halancc  of  their  fees  then 
unpaid,  and  may  complete  their  course  of 
preparation  after  (lie  War  is  over. 


BACHELOR  OF  ARTS 

(Xonbon  TTlnivcrsit?). 


ATTHEB.A.  EXAMINATION,  1914 

132 

in.C.C.  students  Ipassc^ 

TAKING    54"    °'^   ^"^^    69    PLACES 

IN 

MODERN  LANGUAGES  HONOURS, 

including  all   Four  in 

FIRST    CLASS     HONOURS. 


Complete  Prospectus,  giving  full  particulars  t>f 

Courses  for  London     University    E.raminittiont:. 

post  frie  from 

The  Secretary,   No.  15 

(iantversitg  Correspondence  Colleflei, 

Burlington  House,  Cambridge. 


LONDON  COLLKGE  OF  MUSIC. 
(Incorpoi-ated.) 
Great  Marlborough  Street,  London,  W. 
Patron:  His  Grace  the  Dcke  of  Leeds. 
Dr.  F.  J.  Karn,  Mus.Bac.  Cantab.,  Principal. 
G.  Augustus  Holmes,  Esq.,  Dir.  Exams. 


EXAMINATIONS,  LOCAL  AND  HIGHER. 

The  NEXT   EXAMINATION  for  Certificates  in 

PIANOFORTE,    ORGAN,    VIOLIN,    SINGING, 

ELOCUTION,  THEORY.  &c.,  will  be  held  in 
London  and  over  40J  Local  Centres  in  April. 
Last  day  of  Entry,  March  15th. 

The  Higher  Examinations  for  the  Diplomas  of 
Associate  (A.L.C.M.)  and  Licentiate  (L.L, CM.)  are 
held  in  April,  July,  and  December:  and  for  the 
Diplomas  of  Associate  in  Music  (A.Mus.L.C.M.), 
Licentiate  in  Music  (L.Mus.L.C.M.),  the  Teachers' 
Diploma  and  Fellowship  in  July  and  Decemuer. 

New  Local  Centres  may  be  formed,  also  School 
Centres.    The  Secretai-y  will  supply  all  particulars. 

SPECIAL  AWARDS  in  Silver  and  Bronze  Medals 
for  the  year  1915. 

SYLLABUS  for  1915,  with  Annual  Report  and 
Forms  of  Entry,  may  be  had  of  the  Secretary. 


In  the  Educational  Department  students  are 
received  and  thoroughly  tmined  under  the  best 
Professors  at  moderate  fees. 

Lessons  in  Pianoforte,  Violin,  Singing,  Elocution. 
Harmony  and  Counterpoint;  Modern  3-inanual 
Organ ;  Courses  of  Training  for  Teachers. 

T.  WEEKES  HOLMES,  Secretary. 


THE  PROBLEM 

of 

Effective    Scholastic 
Advertising 

AND     ITS     SOLUTION. 

This  booklet  will  be  sent, 
post  free,  to  Principals  of 
Schools    on   application   to 

J.    e    J.    PATON. 

143    CANNON    ST.,    LONDON,    E.G. 


WOLSEY 

HALL, 

OXFORD. 


POSTAL  TUITION 

For  London  University 

MATRIC,  INTER  .  &  FINAL 
B.Sc.    B.Sc.    (Econ.l.     B.D., 


FREE    GUIDE 

on        application        to 
THE    SECRETARY. 


B.A. 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


BIRKBECK  COLLEGE 

Breams  Buildings.  Chanckrt  I>ane,  E.C. 

UNIVERSITY  OF  LONDON. 

COURSES  OF  STUDY  (DAY  AND  EVENING) 
FOR  DEGRKES  I\ 

ARTS,  SCIENCE,   ECONOMICS,   LAWS, 

under  Eecosnized  Teachers  of  the  University. 

ARTS Latin.  Greek,   English.  Freneli,  German, 

Italian.  Histor.v,  Geo|;rapli.v.  Logic,  Economics, 
Malh.iimties  (I'nre  and  Applied). 

SCIENCE.- -Chemistr,v,Ph.vsics,MathiMnatics(Plire 
and  Applied),  Bota'n.v,  Zoology',  Geolog.v. 

EveningOotirses  for  theDegreesin  Economics  and  Laws. 
POST  GRADUATE  AND  RESEARCH  'WORK. 

■^Tfosrnx.T  f-D".'/:  Arts.  £10. lOs. ;  Science. £17.  lOS. 
^'"  ,      ■  Emnhifi ;  Arts, Science. or  Econoiiucs. 

^'  ^^^       [  '  £5.  5s. 

MATRICULATION  COURSES  AND  ACCOUNTANCY. 

Prosperhise^ pt'st  ft'te,  Calendar  5f7.  (/>.'/  post  5d.), 


V 


NIVERSITY  OF  ST.  ANDREWS. 


pHERWELL    HALL,    OXFORD. 

V^    TRAINING  COLLEGE  FOR  WOMEN 

SECONDARY  TEACHERS. 

Recognized   bv  the    Board   of    Education,  li.v   the 

Oxford  Delega'c.v,  and  b.v  the  Cambridge  University 

Syndicate  for  Secondary  Training. 

Principal :    Miss  Catherine  I.  Dodd,  M.A. 

Students  are  prepared  for  the  Oxford  Teachers' 
Diploma-  the  Cambridge  Teacher's  Certificate,  the 
London  Teacher's  Diploma  ;  the  Oxford  Geography 
Diploma  :  and  the  Cherwell  Hall  Teacher's  Cert  ill- 
cate  for  Junior  Form  Mistresses. 

Fees  for  the  three  Terms,  from  66  Guineas. 

Scholarships  of  from  £40  to  18  guineas  are  awarded 
to  Students  with  a  Degree  on  entry.  There  is  a 
loan  fund.  Students  may  borrow  sums  not  exceed- 
ing £25,  to  be  repaid  within  three  years.  Prospec- 
tus may  be  obtained  from  The  Principal. 


L.L.A.  DIPLOMA  FOR  WOMEN. 

The  attention  of  Candidates  is  drawn  to  the 
Ordinary  and  Honours  Diplomas  for  Teachers, 
which  are  strongly  recommended  as  suitable  for 
those  who  are  or  intend  to  be  teachers. 

Examinations  are  held  at  Aberdeen.  Birmingham. 
Blackburn,  Brighton,  Bristol,  Cardiff,  Croydon, 
Devonport,  Edinburgh,  Glasgow,  Hull,  Inverness, 
Leeds.  Liverpool.  London.  Manchester,  Newcastle- 
on-Tyne,  Norwich,  Nottingham,  Oxford,  St.  An- 
drew's, Sheffield,  Swansea,  and  sevei-al  other  towns. 

Inlormation  regarding  the  Examinations  may 
be  obtained  from  the  SECRETARY  L.L.A.  Scheme, 
The  University,  St,  Andrews. 

ABERDARE  HALL,  CARDIFF.— 
RESIDENCE  FOR  WOMEN  STUDENTS 
OF  THE  UNIVERSITY  COLLEGE  OF  SOUTH 
WALES  AND  MONMOUTHSHIRE. 
Principal :  Miss  Kate  Hurlbatt. 
Fees  £43. 10s.,  £38. 10s.,  and  £34  per  annum.  Col- 
lege tuition  fees  £12  per  annum.  Scholarships  of 
£25.  awarded  on  the  result  of  Scholarship  Examina 
tion  of  University  College,  Cardiff,  held  annually  in 
the  Spring.  Students  prepare  for  the  B.A.  and  B.Sc. 
Degrees  of  the  I'niversity  of  Wales,  and  a  Jledical 
School  and  Deiiartment  for  Secondary,  Elementary, 
and  Kinderg:ii-ten  Training  are  attached  to  the 
College.  Students  with  recognized  academic  quali- 
fications can  enter  in  October  or  January,  lor  one 
year's  Secondary  Training  Course.  Apply  to  the 
Principal. 

SCHOLASTIC  AGENCY 


WOMEN    TEACHERS    AND    LECTURERS. 

For     interviews     special     appointments 
should  be  arranged. 

Particulars  may  be  obtained  from — 

The  Secretary, 

Froebel  Society. 

4  Bloomsbui^y  Square, 
Tel.  No.  8615  Gerrard.  W.C. 


D 


ENMARK     HILL     PHYSICAL 

TRAINING  COLLEGE  FOR  TEACHERS, 
LONDON,  S.E. 

(a)   EDUCATIONAL  SECTION 
for  English  and  Swedish  Gymnastics  and  Sports. 

(/j)  REMEDIAL  SECTION 
for  Massage  and  Remedial  Swedish  Movements. 

Principal :  Miss  E.  SpELMAN  Stanger.M.B.C.P.E., 
and  S.TM.,  Sunray  Avenue,  Denmark  Hill,  S.E. 

MARIA      GREY      TRAINING 
COLLEGE  FOK  WOMEN  TEACHERS  in 
HIGH      SECONDARY,    and    PEEPARATOKV 

SCHOOLS. 

In  connexion    with    the    London  University  and 

recognized  by  the  Cambridge  Teachers'  Training 

Syndicate. 

Principal:    Miss  Katharine  L.  Johnston,  B.A. 
Loudon,  M.A.  Sheffield,  Girton  College,  Moral 
Sciences  Tripos,  Cambridge  Teachers'  Train- 
ing Certificate. 
Preparation    for  the   Teaching    Diploma  of   the 
London  University  for  the  Certificate  of  the  Cam- 
bridge Teachers'  Training  Syndicate  and  for  the 
National  Froebel  Union  Higher  Certificate,  Parts 
I  and  II. 

Demonstration  School  attached  to  the  College : 
and  practice  for  Students  in  neighbouring  schools 
under  the  supervision  of  specialists. 

Tuition  fees  £24.  A  number  of  Scholarships  from 
£12  to  £24  otiered  to  Students  with  a  Degree  or  its 
equivalent.    Loan  Fund. 

Particulars  of  College  Hall  and  Registered  Lodg- 
ings can  be  obtained  from  the  Principal  at  The 
Maria  Grey  College,  Salusbury  Road,  Brondesbury, 
London,  N.W. 

THE    CAMBRIDGE    TRAINING 
COLLEGE  FOR  WOMEN. 
Recognized  by  the  Board  of  Education  as  a  Training 
College  for  Secondary  Teachers. 
Principal :  Miss  M.  H.  Wood.  M.A.,  Litt.D. 
Classical  Tripos,  Cambridge,  Girton  College. 

A  residential  College  providing  a  year's  profes- 
sional training  for  Secondary  Teachers, 

Preparation  for  the  London  and  the  Cambridge 
Teachers'  Diploma,  .\mple  opportunity  for  practice 
in  teaching  science,  languages,  mathematics,  and 
other  subjects.  Fees  75  guineas  and  65  guineas. 
Admissions  in  January  and  September. 

For  particulars  of  admission,  scholarships,  bur- 
saries, and  loan  fund  apply  —  The  Principal, 
Training  College,  WoUaston  Road,  Cambridge. 


JOINT  AGENCY  FOR  WOMEN  TEACHERS. 

8  Oakley  House.  Bloomsburt  Street, 
London,  W.C. 
(Under  the  management  of  a  Committee  appointed 
bv  the  Teachers'  Guild.  College  of  Preceptors. 
Head  Jlistresses'  Association,  Association  of 
Assistant  Mistresses,  and  Welsh  County  Schools 
Association.)  

THIS  Aweucy  lias  been  established 
for  the  purpose  of  enabling  Teachers  to  find 
work  without  unnecessary  cost.  All  fees  have 
therefore  been  calculated  on  the  lowest  basis  to 
cover  the  working  expenses. 

No  Registration  Fees  are  charged  to  members  of 
the  above  .Vssociations,  and  their  Commissions  are 
reduced. 
Hours  for  Interviews : 

U  a.m.  to  1  p.m.,  and  3  to  5  p.m. ; 
Saturdays,  11  a.m.  to  1  p.m.,  and  2  to  3  p.m. 
When  possible,  special  appointments  should  be 
arranged. 

Ilef,i.itrar,mosM.]C¥.   M.  FOUNTAIN. 

JOINT  SCHOLASTIC  AGENCY. 

23  Southampton  St  ,  Bloomsbury  Sq.,  W.C. 
This  Agency  is  under  the  direction  of  a  Committee 
representing '  the    following    leading    Educational 
Associations  ;— 

HEAD  MASTERS'  CONFERENCE. 

INCORPORATED  ASSOCIATION  OF  HEAD  MASTERS. 

COLLEGE  OF  PRECEPTORS.     TEACHERS'  CUILD. 

ASSOCIATION    OF    ASSISTANT    MASTERS. 
HEAD   MASTERS  OF  PREPARATORY  SCHOOLS. 

WELSH  COUNTY  SCHOOLS  ASSOCIATION. 

ASSOCIATION  OF  TECHNICAL   INSTITUTIONS. 

Registrar:    Mr.  E.  A.  VIRGO. 

The  object  of  this  Agency  is  to  render  assis- 
tance  at  a  minimum  cost  to  Masters  seeking 
appointments.      The    lowest   possible   fees    are 


therefore  charged. 

Interviews  by  appointment  from  12  noon  to  l.X 
p.m. .  and  from  3  p.m.  to  5  p.m.  ;  on  Saturdays,  from 
11  a.m.  to  12.30  p.m. 
A  PROSPECTUS  will  be  sent  on  application. 

THE 

LONDON   CENTRAL   INSTITUTE 
FOR  SWEDISH  GYMNASTICS. 

16,  17,  and  18  Paddington  Street, 
Marylebone,  London,  W. 

A  SPECIAL   HOLIDAY   COURSE   IN 

SWEDISH    PHYSICAL    EXERCISES 

FOR    MEN    STUDENTS 

will  be  held  from  JAN.  4th  to  Jan.  23rd,  1915. 

Fee  :  £6.  6s. 

Apply — Principal :  Allan  Broman. 

WANTED  to  know  the  AGENTS 
or  Representativi-s  of  Messrs.  BISSON, 
I!(1RMAN  &  (-0..  late  of  Beruers  Street,  W,— 
Li\iu.  26  Castle  Road,  ISedford. 


TRINITY    COLLEGE    OF    MUSIC  (Inst.  1872  . 

Chairman  of  Board:  SIR  FREDERICK  BRIDGE.  C.V.O.,  M  A.,  Mus.D. 
Director  of  Studies:  G.  E.  CAMBRIDGE.  F.T.C.L.,  F.R.A.M. 
Director  if  Ej-a,i,inatioiis  :  C.  W.  PEAR(,;E.  Mus.D. 
Students,  whether  advanced  or  beginners,  may  enter  at  any  time,  and  are 
i-eceived  for  a  single  subject  or  the  course. 

Candidates  for  the  Eighteen  Scholarships  entitling  to  complete  preparation 
for  Degrees  in  Music  of  the  London  University  must  have  passed  the  University 
Matriculation  Examination  or  an  equivalent.  Full  particulars  post  free  on 
application.  SHKLLEY  FISHER,  Secritari/. 

JlandeviUe  Place,  Manchester  Sciiiare   London,  \V. 

PRINTING  FOR  SCHOOLS 

GEORGE     OVER 

{.Printer  to  liuabu  School), 

THE    RUGBY    PRESS,    RUGBY. 

Telegrams;  "Ovi;!:,  I'ui.xTER,  Rugby."  Nat.  Tel. ;  126  Rugby. 


PHILIPS'  l32FleetSt..LQiiaoni 


GLOBES  FOR  SCHOOLS 

Ail  sizes  and  stjrles- 
Made  at  our  own  works. 

Best   workmanship   and    lowest    prices. 


CAREY'S  "GRADUS  AD  PARNASSUM," 

WITH  THE  ENGLISH  MEANINGS. 

Revised,   Corrected,   and    Augmented    by    a   Member    of    the 
University   of  Cambridge. 

I'o.if  iSro,    clot/i,    jiiite  Ts. 

THE   STATIONERS'    COMPANY,    Stationers'  H.\ll,   London. 


Jan.  1,  1916.] 


THE   EDUCATIONAL  TIMES. 


ALEX.  W.  BAIN,  B.A.,B.Sc.(Hons.), 
F.I.C,  F.C.S., 

TJHiTBRSiTT  Tutor,  Lecturer,  and  Examiner, 

Head  of  the  Chemical  Department,  City  of  London 

College,  Member  of  the  Council  of  the  College  of 

Preceptors, 

prepares  Students  for 

MATRICULATION, 
PROFESSIONAL  PRELIMINARY, 
DIPLOMA  &  DECREE  EXAMINATIONS. 

25  years'  unbroken  record  of  over  2300  successes. 

Preparation  in  SMALL  CLASSES  or  by 
PRIVATE  TUITION  or  by  CORRESPONDENCE. 

Private  tuition  by  University  Hnuournien  and 
Examiners.  Specialists  in  their  subjects,  in  ^Jlathe- 
matics.  Science,  Classics,  &c.  —  morninfr,  afternoon, 
and  eveniug  at  minimum  tees.  Special  terms  to 
Teachers  wishing  to  graduate  or  obtain  College 
Diplomas. 

Write  fully  to  the  Pbincip.al  or  his  Secretary 
or  call  personall.v  at 

The  CentrEil  Tutorial  Classes, 
Vernon  House, 
Sicilian    Avenue,   Bloomsbury  Sq.,  W.C. 

MRS.    CURWEN'S    PIANO- 
FORTE METHOD. 
EAR  TRAINING  AND  SIGHT  SINGING 

PROM  SOL-FA  AND  STAFF. 
TRAINING  CLASSES  for  MUSIC  TEACHERS 
are  held  on  Saturdays  and  Wednesdays  at  Bechstein 
Hall  Studios,  Wigmore  Street,  by  Miss  Scott 
Gardner  and  Miss  Margaret  Knaggs,  A,R.C.M., 
who  will  be  at  the  Studios  on  Saturday,  Sept.  26th, 
between  the  hours  of  10  a.m.  and  2  p.m..  to  inter- 
view any  inquirers.  Further  particulars  can  be 
obtained  from  the  Secretary,  Miss  E.  T.  MCRRAT, 
Bechstein  Hall  Studios,  Wigmore  Street,  W. 

tmmediatp:    employment 

-L  urgently  desired  for  retired  Head  Master, 
North  London:  anv  capacity;  highest  references. 
— D.S.,  11  Parkhurst  Road,  Friern  Barnet,  N, 


UNHTERSITT  of  LONDON, 

I  N  G  '  S       CO 


K 


L  L  E  G-  E- 


EVENING     CLASSES     FOR     THE     LONDON 
UNIVERSITY      MATRICULATION      AND 
PROFESSIONAL       PRELIMINARY       EX- 
AMINATIONS. 
Individual  Tuition  in  all  subjects  required  for 
the  Examinations.  Fee  for  Half-yearly  Course,  £3. 3s. 
Students  ma.v  join  at  any  time  at  proportional  fees. 

Apply  to  the  Secretary,  King's  College,  Stiand, 
W 


T 


UNIVERSITT  OF  LONDON. 


K 


I  N  G  '  S       COLLEGE. 


EVENING    CLASS    DEPAETMENT. 

COURSES  are  arrangred  for  the  INTER:JIEDI- 
ATE  and  FINAL  EXA:\IIXAT10N8  tor  the  B.A. 
and  B.Sc.  DEGREES  of  the  UNIVERSITY  OF 
LONDON.  Students  taking  the  full  Course  pay 
Composition  Fees  and  i-ank  as  Internal  Students 
of  the  University. 

The  Classes  are  also  open  to  Occasional  Students 
for  separate  subjects. 

Next  Term  commences  Wednesday,  January  13th 

For  full  informstion  and  Hrospfctus  apply  to 
the  Dean  (Mr.  R,  \V.  K.  Edwards)  or  to  the 
Secretary,  Kind's  Colli'^e,  Strand,  London,  "W.C. 


PROFESSIONAL   PRELIMINARY 
EXAMINATIONS. 

Preliminary  Examinations  for  intend- 
ing Medical,  Dental, and  Pharmaceutical 
Students  are  held  by  the  College  of  Pre- 
ceptors four  times  a  year,  viz.,  in  March, 
dune,  September,  and  December. 

Copies  of  the  Regulations  respecting 
the  Examinations  may  be  obtained  from 
the  Secretary  of  the  College  of  Precep- 
tors, Bloomsbury  Square,  London,  W.C. 


(Unii?er6itg  Cutotiaf  Coffege. 

LONDON. 

[Affiliated  to  University  Correspondence  CoUet/e.) 


Next  Term  commkxces  Jaxuary  ISth.  1915. 

LONDON  MATRICULATION. 

^lorninir.  Afternoon,  and  Evening  Classes  for  the 
June  and  September  Examinations  connnence 
Monday,  January  18th. 

At  the  iasf  June  Matriculation  41  Students  of 
University  Tutorial  College  were  successful,  and 
at  the  September  Examination  U.T,C.  Sttidents 
formed  nearly  one-fifth  of  the  ivhole  list  published 
by  the  {'nivtrsity. 

MEDICAL  PRELIMINARY 

(COLLEGE  OF   PRECEPTORS). 

Chisses  are  held  for  the  College  of  Preceptors 
Examination  (Medical  Preliminary)  and  other 
Entrance  Examinations. 


PRIVATE  TUITION. 

Private  tuition  may  be  taken  up  at  any  time 
either  during  Term  or  in  the  ordinary  School 
Vacations,  in  all  subjects  for  London  University 
and  other  Examinations,  or  for  independent  Study. 
Fees :  Eight  hours,  £2.  2s.:  Twenty-one  houi-s,  £5. 5s. 


Full  particulars  may  be  had.  post  free,  Ironi 
THE  PRINCIPAL, 

UNIVERSITY  TUTORIAL  COLLEGE, 
RED  LION   SQUARE,  HOLBORN,  W.C. 


(FOUNDED  1889.) 

EXAMINATIONS 


FOR  WHICH  THE  NORMAL 
PREPARES. 


A.C.P.  and  L.C.P. 
College  of  Pieceptors. 
Professional  Prelimin- 

aiy. 
Froebel. 
L.L.A. 

Pupil  Teachers. 
Preliminary  Certif. 
Certiticate. 
Oxford  Lowils. 


Coimty  Council 

Scholarships. 
Matriculation. 
Degree  Examination. 
Hygiene. 
Languages. 
Music. 
Science  and  Art. 

Other  Qualifying 
Exams. 


SPECIALISTS   IN    POSTAL    TUITION. 


NORMAL  CORR.  COLLEGE, 

47  Mei.fori>  Road,  East  Dclwich,  S.E..  and 
110  Ayondalb  Square,  London,  S.E. 


ri^HE  "CYRAXO"  SCHOOL  FOR 

X       GIRLS.    LAUSANNE,  SWITZERLAND.— 

First  Class  Educational  Home  for  Girls  \vishing  to 
piu'sue  special  studies  in  French  as  well  as  other 
languages.  Art,  and  Music.  Modern  building.  Plenty 
of  outdoor  exercises :  riding,  tennis,  croquet,  rowing 
Special  care  for  each  girl.  Everything  is  done  to 
create  a  typically  French  atmosphere.  Principal  : 
Mademoiselle  L.  Barri:^re.  Miss  Chave,  Cannes- 
field  House,  Taunton.  Somerset,  who  has  already 
been  in  the  School  two  years,  is  in  England  for  the 
present,  should  any  inquiries  be  needed. 


IVlGssrs. 

TRUMAN  &  KNJGHTLEY, 


gbitcaftonaC  JVgenf 

158    to 


LTD. 


162     OXFORD     STREET, 
LONDON,   W. 

Directors : 

S.  A.  TRUMAN. 

JAMES  HEARD,  B.A. 

(Trinity  College,  Cambridge). 


Telegrams -"TUTORESS,  LONDON." 
Telephone— No.  1136  City. 

This  Agency  iftunder  disthiffttished  2mtron- 

ngCf  inclitdinff  that  of' the  Vrinclpals  of 

many  of  our  leading  Schoota, 


A.— EMPLOYMENT  DEPARTMENT. 

(i)  ASSISTANTMASTERS&  TUTORS. 

MESSRS.  TRUMAN  4  KNJGHTLEY 
introduce  Universitv  and  other  qualified 
ENGLISH  and  FOREIGN  MASTERS 
and  TUTORS  to  Schools  and  Private 
Families. 

(ii)  ASSISTANT  MISTRESSES. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  Universitv,  Trained,  and  other 
qualified  ENGLISH  and  FOREIGN  LADY 
TEACHERS  to  Girls'  and  Bo.vs'  Schools. 

(iii)  LADY    MATRONS   AND    HOUSE- 
KEEPERS. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  well  qualified  and  experienced 
LADY  MATRONS,  HOUSEKEEPERS, 
and  HOUSE  MISTRESSES  to  Boys'  and 
Girls'  Schools. 

No  charge  is  made  to  Principals,  and  no  charge 
of  any  kind  is  made  to  candidates  unless  an  en- 
gagement he  secured  through  this  Agency,  when 
the  terms  are  most  reasonable. 

B.— SCHOOL  TRANSFER  DEPARTMENT. 

A  separate  Department,  under  the  direct 
management  of  one  of  the  Principals,  is 
devoted  entirely  to  the  negotiations  connected 
with  the  Transfer  of  Schools  and  Introduction 
of  Partners. 

MESSRS.  TRUMAN  &  KNIGHTLEY, 
being  in  close  and  constant  communication 
with  the  Principals  of  nearly  all  the  chief 
Girls'  and  Boys'  Schools  in  the  United 
Kingdom,  to  many  of  whom  they  have  had 
the  privilege  of  acting  as  Agents,  and  having 
on  their  books  always  a  large  number  of 
thoroughly  genuine  Schools  for  Sale  and 
Partnerships  to  negotiate,  as  well  as  the 
names  and  requirements  of  numerous  would- 
be  purchasers,  can  offer  unusual  facilities 
for  satisfactorily  negotiating  the  TRANSFER 
of  SCHOOLS,  and  arranging  PARTNER- 
SHIPS. 

No  charge  is  made  to  Purchasers. 

All  co7nmunications  and  ijiquiries  arc 
treated  in  the  strictest  confidence. 

C— PUPILS'  DEPARTMENT. 


MESSRS.  TRUMAN  &  KNIGHTLEY 
have  a  carefully  organized  Department  for 
the  introduction  of  Pupils  to  Schools  and 
other  Educational  Establishments.  No 
charge  is  made  for  registration. 

Any  negotiations  entrusted  to  MESSRS.  TRUMAN 
&  KNIGHTLEY  receive  prompt  and  careful 
attention,  every  effort  being  made  to  save 
clients  as  much  time  and  trouble  as  possible. 

Fidl  particulars  will  be  fortvarded  on  application. 


THE  EDTTCATTONAL  TIMES. 


[Jan.  1,  191n. 


1915. 

THE     COLLEGE    OF 


PRECEPTORS 


INCORPORATED    BY    ROYAL   CHARTER 

BLOOMSBURY    SQUARE,    LONDON,   W.C 


LECTURES     FOR    TEACHERS 

ON    THE 

SCIENCE,     ART,     AND     HISTORY     OF     EDUCATION. 


PSYCHOLOGY  AND  ITS  EDUCATIONAL  APPLICATIONS. 

To  be  delivered  by  JOHN  ADAMS,  M.A.,  B.Sc,  LL.D.,  F.C.P.,  Professor  of  Education  in  the  University  of  London. 

The  First  Course  or  T^ectures  (Forty-third  Anniial  Series)  will  begin  on  Thursday,  February  11th,  at  7  p.m. 

The  course  is  meant  to  meet  the  needs  of  teachers  who  wish  to  improve  their  acquaintance  with  what  underlies  the  principles  of  their  profession,  whether 
Hiich  teachers  have  any  examination  in  view  or  not.  The  subject  will  be  so  treated  as  to  fit  in  with  the  requirements  of  the  College  in  connexion  with  the 
examinations  for  the  Associateship,  the  Licentiateship,  and  the  Fellowship.  The  readin.ff  of  the  students  will  be  p-uided,  and  problems  set  for  their  exercise. 
The  lectures  will  give  teachers  an  opportunity  of  keeping  in  touch  wilh  tlie  ni'wer  dfvelopments  of  educational  studies,  and  will  be  illustnited  by  practical  appli. 
cations  of  psychological  principles  to  the  work  of  the  classroom. 

SYLLABUS. 


I.  (Feb.  11.)  rZte  Problem  of  Psychology.— Cl&ims  of  psychology  to  rank 
as  a  science :  peculiar  nature  of  its  subject -mutter :  consciousness  :  the  inner 
and  the  outer  world:  the  ego  and  the  non-ego  :  essential  bipolarity  :  the  unity 
of  experience :  relation  between  body  and  mind:  consciousness  as  epi-phenom- 
enon  :  the  relation  of  education  to  psychology :  place  of  the  educational  expert 
between  the  pure  psychologist  and  the  practical  teacher. 

II.  (Feb.  18.)  Experimental  Methods.— Xalne  of  the  different  kinds  of 
psychology  (a)  old-fashioned  descriptive,  (b)  empirical,  (r)  rational,  (rf)  genetic  : 
introspection:  need  for  an  objective  standard  :  statistical  method:  correlation: 
different  kmds  of  development  of  psychology  in  the  school,  the  study,  and  the 
laboratory:  use  of  apparatus:  combination  of  rational  and  experimental 
psychology ;  various  kinds  of  experiments ;  danger  and  difficulties  of  experi- 
menting by  teachers:  need  for  "controls"  of  experiments:  what  the  teacher 
may  legitimately  demand  from  the  psychologist. 

in.  (Feb.  25.)  Se7isation  and  Percept  ion.— Both  sensation  and  perception 
are  direct  and  deal  with  stinuili  here  and  now  present :  limitations  of  pure 
sensation  :  the  threshold  of  sensation  :  the  introduction  of  meaning  marks  the 
emergence  of  perception:  the  so-called  trailing  of  the  senses:  the  theory  of 
the  fixed  coefficient:  prodigality  of  sense  stimuli  and  the  need  for  selection: 
"  the  preferred  sense  "  :  common  misunderstanding  of  the  term  :  substitution 
of  one  sense  for  another  :  interpretation. 

IV.  {March  4.)  Ideas.  — The  passage  from  perception  to  apperception: 
ordinary  ps.vchological  meaning  of  conception:  resulting  aVjstraction:  the 
"  facuhy  psychology  "  :  ideas  as  modes  of  being  conscious  :  idea  as  specialized 
faculty :  presented  content  and  presentative  activity :  interaction  of  ideas : 
fusion,  complication,  and  arrest:  place  and  function  of  each  of  these  in  the 
teaching  process:  the  dynamic  and  the  static  threshold  :  the  conscious,  the 
unconscious,  and  the  siibconscious  in  relation  to  ideas:  apperception  masses 
and  soul  building. 

V.  {March  11.)  3/emor.v.— Retention  and  recall:  mediate  and  immediate 
recall:  association,  convergent  and  divergent:  use  of  suggestion:  native 
powers  of  retention  and  recall :  "  brute  "  memory  :  possibility  of  "  improving 
the  memory":  purposive  element  in  memory:  need  for  selection  of  material 
to  be  memorized :  mnemonics  and  the  educational  applications:  learning  "by 
rote":  attempted  distinction  from  learning  "by  lieart  " :  verbal,  pictorial, 
and  rational  memory:  memory  by  categories :  personal  identity  and  memory: 
connexion  between  memory  and  reality. 

VI.  {March  18.)  Imagination.  — InterpenetrfLtioii  of  memory  and  imagin- 
ation: literal  meaning  of  imagination:  the  series—percept,  image,  generalized 
image,  concept :  manipulation  of  images  ;  unintelligent  Hmitation  of  the  term 
imagination  to  the  a-sthetic  aspect :  suspicions  of  seriou-minded  persons  :  the 
use  of  the  imagination  in  science :  its  place  in  the  formation  of  hypotheses  : 
clearly  imaged  ends:  imagination  as  an  aid  :md  also  as  a  hindrance  to 
thinking  :  imagination  should  not  be  limited  to  the  pictorial :  nature  of  ideals: 
the  case  for  day-dreaming. 

VII.  {March  25.)  Instincts  and  Habits. —'Ssiiure  of  instinct:  prevailing 
misconceptions:    order  of  development  of  the  human  instincts:    atrophy  of 


instincts :  basis  of  habit :  association  as  a  general  principle  of  organic  develop- 
ment:  relation  of  habit  to  instinct:  racial  and  individual  habit:  formation 
of  habits:  the  elimination  of  consciousness:  turning  the  conscious  into  the 
unconscious:  the  upper  and  the  lower  brain:  the  breaking  of  habits:  the 
possibility  of  habit  forming  being  abused  apart  from  the  quality  of  the  habits 
formed  :  accommodation  and  co-ordination  :  tlie  growing  point. 

VIII.  {April  29.)  Attention.  — The  manipulation  of  consciousness:  the 
prehensile  attitude  :  state  of  i)reparedness  for  any  one  of  a  limited  number  of 
contingencies:  the  mechanism  of  attention:  the  vaso-motor,  respiratory,  and 
muscular  elements :  the  span  of  attention :  field  of  attention  :  distinction 
between  area  and  intensity  of  attention  :  physiological  rhythm  of  attention : 
psychological  rhythm— alternation  of  concentration  and  diffusion  beats: 
unsatisfactory  classification  of  the  kinds  of  attention  :  passing  from  the  volun- 
tary to  the  non-voUintary  form  :  interaction  between  interest  and  attention  : 
absorption. 

IX.  (May  6.)  Judgment  and  Reasoning.  —  The  narrower  and  wider 
\\\efir\m^oi  judgment :  distinction  between  understanding  and  reason:  logical 
aspects  of  judgment :  connotation  and  denotation  :  the  laws  of  Thought  as 
Thmight  :  the  syllogism  :  meaning  of  reasoning  :  relation  between  form  and 
matter  in  thinking:  the  need  for  internal  harmony  :  exact  nature  of  thinking  : 
the  purposive  element:  fitting  means  to  ends  by  the  use  of  ideas:  the  two 
recognized  logical  methods  —  deductive  and  inductive :  their  interrelations : 
their  special  uses  in  teaching :  analogy. 

X.  [May  13.)  The  Emotions.  —  Various  theories  of  the  nature  of  the 
emotions  :  evil  reputation  of  the  emotions  among  the  philosophers  :  relation  of 
the  emotions  to  the  intellect :  MacdougalPs  theory  of  the  relation  between  the 
instincts  and  the  emotions :  Shand's  theory  of  the  relation  between  the 
emotions  and  the  sentiments  :  educational  importance  of  this  theory  :  Lange- 
James  tlieory  of  tlie  relation  between  the  emotions  and  their  expression :  the 
mechanism  of  the  emotions:  the  vascular  theory  and  the  nerve  theory: 
manipulation  of  this  mechanism  by  the  educator. 

XI.  {May  20).  The  Will. — Fallacy  of  the  popular  demonic  view:  unity  of 
the  ego  and  the  will:  unsatisfactory  nature  of  the  view  that  the  will  is  "the 
choice  be  ween  alternatives":  nature  of  motives:  fallacy  of  the  popular  view 
of  "  the  strongest  motive  "  :  relation  between  desire  and  will :  the  evolution  of 
the  will  ;  relation  of  the  will  to  the  circle  of  thought  :  possibility  of  training 
the  will  of  another  :  explanation  of  the  phenomena  of  indecision  :  psychological 
meaning  of  the  freedom  of  the  will:  the  meaning  of  aboulia:  fallacy  of 
"  breaking  the  will." 

XII.  (May  27.)  Character  and  Conduct.—"  Conduct  is  character  in  action, 
character  is  the  accumulated  capital  of  conduct":  man's  whole  spiritual 
nature  is  involved  in  character:  distinction  among  the  terms  character,  per- 
sonality, individuality :  temperament  and  its  relation  to  character:  types  of 
character:  various  classifications  of  characters  by  the  French  psychologists: 
mutability  of  character:  views  of  Schopenhauer  and  others:  examples  of 
modification  of  character  under  external  pressure  :  the  sanction  for  such 
pressure:  the  conditions  under  which  the  educator  may  conscientiously  seek 
to  modify  the  character  of  the  educand. 


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The  Lectures  will  be  delivered  on  TirtTRSDAT  Evenings,  at  7  o'clock,  at  the  College,  Bloomshury  Square.  W.C. 
Members  of  the  College  have  free  admission  to  the  Course. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


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OF    ANALYSIS.      By   Lydia   Win- 
Eldon   House  School,  Blundellsands,     Cloth 


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ELECTRICITY    AND    ITS    PRACTICAL    APPLICA- 
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ELEMENTARY    PRINCIPLES  OF  ALTERNATING- 

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ELECTRICAL     ENGINEERING     MEASURING     IN- 

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ELEMENTARY    ELECTRICAL   ENGINEERING.     By 

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ELECTRICAL   LABORATORY   COURSE.     For  junior 

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Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


CONTENTS. 


Pa^e 

Leader:   1914-1915      7 

Notes  S 

Should  Schoohuastii's  Enlist  r— Servants  or  Masters— Register 
Now— The  Jlontcssori  Almosphere— The  "  Good  Boy  "—The 
Education  of  Alien  ChihU-en- Special  Entry  Xaval  Cadets- 
Football  and  the  War— Cadet  Training  in  Elementary  Schools 
—Equal  Salaries  for  5Ien  and  Women— The  Joint  Agency— 
A'entilation — Women  Doctors. 

Summary  of  the  Month  11 

German   r.  English  Education  :    A  Prize-giving  Address. 

By  Sir  Philip  Magnus,  M.P 12 

Coeurs  Fran(,'aLS.     By  Marion  Cahill    H 

Poetry:   "Why?"     By  A.  C.  B 15 

Association  of  Head  Mistresses  :  Memorandum  on  Proposals 

in  Board  of  Education  Circular  849 16 

Correspondence      17 

Current  Events     17 


Page 

Prize  Competition     IS 

Careers  for  Girls  :    Business.     By   Margaret   Corner,  M.A.  21 

Battles  of  Boyhood.     By  F.  Smith 22 

Dangers  of  the  Kinema,     By  J.  C.  Wright   23 

Eiirster's  Foundations  of  Christian  Education.      Translated 

by  S.  E.  Howe  (continued)  24 

The  College  of  Preceptors  :  Meeting  of  the  Council 27 

Reviews 28 

The  Lighter  Side  of  School  Life  (Hay) :  Bishop  Ciilbert  Burnet 
as  Educationist  (Clarke);  William  Morris— his  Work  and  In- 
fluence (Clutton-Brock)  ;  British  Shipping— its  History,  Or- 
ganization, and  Importance  (Kirkaldy). 

Overseas     jO 

General  Notices    31 

Books  for  Young  Readers  34 

Publications  Received 35 

Mathematics     36 


XTbe  Ebucational  '^iines. 


1914-1915. 

It  is  not  possible  at  the  present  time  to  give  our  readers 
ihe  good  wishes  of  the  season  with  the  usual  light- 
heartedness  that  comes  from  the  increase  of  human  joy- 
.ousness  at  Christmas  time  and  the  fresh  hopefulness  of 
the  New  Year.  War  is  a  grave  matter,  for  the  victors  as 
well  as  for  the  vanquished  ;  and  for  five  months  almost 
the  whole  of  civilized  Europe  has  been  waging  war  with 
■  death-dealing  instruments  perfected  as  never  before.  Few 
of  our  readers,  if  tmy,  are  free  from  anxious  thoughts  for 
relatives  and  friends  ;  while  the  burden  of  the  cost  in 
money  brings  distress  to  many  homes.  The  whole  out- 
look of  the  nation  upon  life  is  changed.  Education,  a 
foremost  duty  in  times  of  peace,  must  now  give  way  to 
the  exigencies  of  the  campaign. 

It  is  not  to  be  expected,  therefore,  that  the  latter  half 
of  the  year  just  past  should  be  one  of  marked  educational 
development ;  but  in  the  early  months  several  important 
movements  were  chronicled.  In  the  matter  of  the  Uni- 
versity of  London  the  discussion  aroused  by  the  Report  of 
the  Royal  Commission  made  it  perfectly  clear  that  the 
external  students  of  the  University  are  strong  enough  and 
■sufficiently  well  organized  to  ensure  that  their  point  of 
view  shall  not  be  overlooked.  If  there  ever  was  any 
danger  that  the  London  degrees  should  be  closed  to  stu- 
dents not  attached  to  one  of  the  recognized  University 
•Colleges,  that  danger  is  jaast.  External  students  and 
private  schools  are  to  some  extent  fighting  the  same 
battle.  In  both  cases  the  claim  is  that  there  should  be 
opportunities  for  education  oiitside  the  recognized  State 
system.  Those  who  believe  in  the  value  of  private  schools 
have  done  much  during  the  year  to  consolidate  their  posi- 
tion, and  to  impress  upon  the  public  and  upon  the  Board 
of  Education  the  harm  that  would  be  done  by  any  attetnpt 
to  crush  them  out  of  existence.  At  the  same  time  the  re- 
presentatives of  private  schools  have  shown  their  willing- 


ness to  form  part  of  the  national  provision  of  secondary 
education,  provided  their  freedom  is  seciired.  A  deputa- 
tion on  this  subject  was  received  at  the  Board  of  Educa- 
tion, and  the  request  for  inspection  was  definitely  made. 
Such  an  inspection  is  the  duty  of  the  controlling  author- 
ity ;  but  the  Board  have  not  yet  seen  their  way  to  consent. 

The  Teachers'  Register  has  grown  steadily  during  the 
year.  This  is  the  first  movement  towards  a  consolidated 
profession  of  teaching.  Registration  has  been  decried  in 
some  quarters,  and  some  few  groups  have  neglected  to 
enrol :  but  most  teachers  recognize  the  value  of  the 
Register,  which  in  a  few  years  will  certainly  contain  the 
names  of  all  entrants. 

The  year  1914  will  be  remembered  for  the  definite 
attempt  made  by  the  Board  of  Education  to  control 
examinations  in  secondary  schools.  The  scheme  was 
considei-ed  in  the  leading  article  last  month.  There  are 
at  present  few  indications  that  the  proposals  put  forward 
in  the  Board's  circular  have  met  with  approval ;  but  we 
publish  in  another  column  a  detailed  criticism  just  issued 
by  the  Executive  Committee  of  the  Association  of  Head 
Mistresses,  the  general  trend  of  which  is  favourable  to 
the  Board's  proposals. 

In  the  elementary  sphere  of  education  the  most  re- 
markable happening  of  the  year  has  been  the  strike  of 
teachers  against  the  penurious  policy  of  a  County 
Authority.  The  strike  was  successful,  and  the  National 
Union  of  Teachers  has  again  shown  its  power  to  protect 
its  members. 

The  Council  of  the  College  of  Preceptors  has  to  regret 
the  loss  by  death  of  two  of  its  members  during  the  year 
—Dr.  Wormell  and  Dr.  R.  L.  Scott. 

■Ajnong  the  honours  bestowed  by  the  King  in  1914  was 
a  Knighthood  for  the  Head  Master  of  Mill  Hill  School. 
Sir  John  McClure  receives  the  congratulations  of  the 
whole  profession. 

Among  the  subjects  that  have  been  discussed  in  our 
columns  during  the  year  the  more  urgent  are :  the 
teaching  of  English ;  the  scientific  basis  of  the  cur- 
riculum ;  the  methods  by  which  State  grants  should  bo 
assessed  ;  marriage  as  affecting  the  work  of  professional 


8 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


women ;  physical  education,  including  racial  matters ; 
and  tlie  general  question,  which  is  arousing  thought 
among  all  teachers,  of  self-discipline  as  opposed  to 
mechanical  obedience. 

A  large  number  of  important  educational  books  have 
been  issued,  and  have  received  adequate  notice  in  our 
columns.  It  is  the  first  duty  of  an  educational  paper 
to  keep  its  readers  informed  of  educational  thought  and 
practice.  This  duty  has  been  admirably  performed  by 
the  reviewer  who  deals  with  pedagogy. 

The  year  1915,  which  we  are  now  entering,  is  not 
likely  to  be  marked  bj'  any  striking  educational  move- 
ment. The  Treasury  will  scrutinize  very  jealously  any 
l)roposals  to  increase  State  gi'ants  for  secondary  schools, 
'i'lie  cost  of  the  War,  running  into  many  hundreds  of 
millions,  will  necessarily  check  further  expenditure  on 
education.  Both  in  the  University  and  in  the  secondary 
sphere  there  has  been  a  tendency  of  late  to  follow  the 
example  of  German}^  This  tendency  will,  undoubtedly, 
l)e  checked,  though  we  hope  there  will  be  no  excessive 
reaction.  We  have  much  to  learn  from  Germany  in 
educational  matters,  from  her  failures  no  less  than  from 
her  successes. 

All  possible  efforts  should  be  made  to  continue  with- 
out interruption  the  education  of  the  rising  generation. 
Schoolmasters  should  not  be  urged  to  enlist  in  the  Army. 
Their  work  at  home  i.^  needed.  Their  influence  is  great 
ill  helping  to  maintain  an  even  mind — not  cast  down  by 
disaster,  not  unduly  elated  by  success.  Quietly,  and  as 
normally  as  possible,  the  work  of  the  schools  must  go  on  ; 
money  may  be  wanting,  but  there  will  be  the  more  need 
for  individual  effort.  Perhaps  it  is  unsafe  to  prophesy, 
but  it  seems  to  us  that  during  this  year  there  will  be  com- 
paratively little  activity  in  the  Board  of  Education  and  in 
Local  Education  Offices,  and  that  in  consequence  a  further 
space  of  time  will  be  allowed  to  private  schools  to  show 
that  they  are  vrorthy  to  play  an  important  part  in  the  edu- 
cation of  the  childi'en  of  this  country.  On  the  part  of 
teachers  the  main  work  should  be  to  ensure  the  success 
of  the  Eegister. 

NOTES. 

Many  schoolmasters,  it  appears,   have  written  to  Mr. 
Should  Pease  to  ask  if  it  is  their  duty  to  enlist  in 

Schoolmasters  the  army.  Mr.  Pease  replies,  quite  rightly, 
that  it  is  not  for  him  to  lay  down  the 
rule  of  conduct  for  others  ;  that  each  man  must  make  up 
his  own  mind  in  which  direction  the  call  of  duty  is  par- 
amount. Many  schoolmasters  have  enlisted  :  they  have 
seen  their  duty  clear,  and  have  followed  it.  But  Mr 
Pease  points  out  with  some  emphasis  that  the  education 
of  the  children  of  the  country  is  also  a  duty  of  high  im- 
portance, and  one  that  cannot  be  neglected  without  peril. 
The  newspapers  tell  us  that  the  schools  in  Hungary  have 
been  closed  for  some  time  and  that,  more  recently,  the  in- 
flux of  wounded  into  Austria  have  caused  all  schools  in 
that  country,  except  a  few  in  Vienna,  to  be  closed.     It  is 


estimated  that  40,000  German  teachers  have  been  called 
out.  In  these  cases  the  loss  of  education  to  the 
children  will  be  more  disasti'ous  than  the  material 
loss  inflicted  by  shells.  We  sincerely  hope  that  most 
schoolmasters  in  England  will  feel  that  their  first  duty, 
however  much  it  may  be  against  their  inclination,  is  to  go 
on  with  their  work  at  home. 


TiiK   first   list  of  registered   teachers  is   shortly  to   be 

issued,     and     applications    must    be    re- 
Seivants  or  .      ,  .  i         , ,     , 

Masters?  ceived   soon    in    order    tliat    names  maj- 

be  included  in  this  list.  It  is  no  longei- 
possible  to  avoid  the  conclusion  that  the  majoi'ity  of 
secondary  teachers  are  as  sheep  wishing  to  be  shepherded 
by  the  Board  of  Education  rather  than  take  the  trouble 
to  govern  themselves.  AH  the  associations  of  secon- 
dary teachers  have  cried  aloud  for  registi'ation  and  have 
worked  hard  to  carry  the  matter  through.  Now  that  the 
Register  is  in  being,  the  greater  number  of  members 
stand  aloof.  The  choice  lies  before  us.  Either  we  can 
now  become  a  self-governing  profession  or  we  can  become 
more  and  more  Civil  Servants  governed  by  the  regulations 
of  the  Board.  In  combating  this  latter  alternative  we 
are  making  no  criticism  on  the  Board.  The  influence  of 
the  Board  has  been  of  immense  advantage  to  secondary 
schools.  But  the  Board  is  an  administrative  body.  The 
professional  government  of  members  of  a  profession  is 
best  left  to  themselves.  The  Board  would  be  the  first  to 
recognize  that  the  secondai-y  schools  would  be  better  off 
if  the  teachers  showed  sufficient  initiative  and  sufficient 
power  of  combined  action  to  manage  their  own  domestic 
matters.  

We    are    told    that   4760    names    are    at   present  on 
the   Eegister.     We    are    not    told    what 
Now.  proportion  of  these  belong  to  secondary 

schools.  Indeed,  the  line  of  demar- 
cation between  "  elementary  "  and  "  higher "  is  dif- 
ficult to  define  ;  but  we  know  that  hundreds  of  members 
of  those  associations  that  have  done  most  to  bring  about 
the  opportunity  for  registiution  have  not  at  present  made 
application  for  enrolment.  No  reminder  of  the  need  for 
a  professional  body  could  be  more  urgent  than  the  recent 
circular  on  the  subject  of  examinations  issued  by  the 
Board  of  Education.  This  question  of  examinations  must 
be  dealt  with,  and  the  Begistration  Council  are  to 
discuss  the  Board's  proposals  during  this  month  ; 
the  matter  of  curriculum  is  no  less  urgent.  The 
question  is  simply  whether  teachers  are  to  solve  these 
diificulties  for  themselves  or  whether  they  are  to  sit 
down  inertly  and  wait  for  orders  from  Whitehall.  If 
any  teacher,  after  reading  this  appeal,  still  refuses  to 
send  in  an  application  for  i-egistration,  it  must  be  ad- 
mitted with  sorrow  that  the  teaching  profession  contains 
members  who  are  without  public  spirit.  The  plea  of  cost 
is  not  convincing.  A  guinea  once  paid  in  order  to  become 
a  member  of  an  organized  profession  is  not  prohibitive. 
Register  now;,  or  be  governed  bj'  the  State  :  that  is  the 
choice. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


9 


All  visitors  t(j  a  ^[ontessoin  school  are  struck  by  the 

seuse    of    confidence    that   animates    the 
The  Montessori        ,  .,,  ™i         •  -i.       x  •    c     i      i       i 

Atmosphere  children,      i  he  visitor  to  an  iiitant  school 

sees  rows  of  neat  and  tidy  children,  with 
nil  their  natural  impulses  towards  movement  checked.  If 
he  speaks  to  one  of  them,  shyness  prevents  an  answer.  If 
he  visits  the  children  in  their  homes  they  run  away  or  hide 
behind  tlieir  mothers,  or  weep  when  spoken  to.  In  the 
Children's  House  they  greet  the  visitor  quite  naturally, 
without  shyness  or  self-consciousness.  It  is  the  atmo- 
sphere of  quiet,  affectionate  freedom  and  control  that 
effects  this.  No  slaps,  no  scoldings  are  heard.  The  chil- 
dren expand  like  flowers  that  are  sheltered  from  the  winds. 
A  definite  proof  of  the  truth  of  this  observation  was  ob- 
tained the  other  day.  A  doctor  accustomed  to  visit  a 
Children's  House  found  the  children  quite  trusting  and 
friendly.  He  had  talked  to  one  little  boy  in  particular 
several  times.  It  happened  that  this  boy  was  ill,  and 
came  with  his  mother  to  see  the  doctor  in  the  surgery. 
All  his  friendliness  was  gone.  He  refused  to  come  to  the 
•doctor,  and  when  his  mother  led  him  forward  he  wept.  He 
was  no  longer  in  the  atmosphere  that  gave  him  independ- 
■ence  and  the  power  of  self-control. 


The  newspapers  report  that  a  soldier  aged  eighteen, 
who  has  just  gained  the  Victoria  Cross, 

..  gQ(,(/  goy  "  was  for  some  time  an  inmate  of  a  truant 
school.  It  is  useful  to  have  these  re- 
minders fi-om  time  to  time  that  the  virtues  recognized  in 
school  life  are  not  the  only  ones  of  value  to  the  race.  This 
boy  was,  no  doubt,  troublesome  bej'ond  bearing  to  his 
teachers,  and  in  consequence  found  life  at  school  so  dull 
that  he  declined  to  go  except  under  the  compulsion  of  a 
magistrate's  order.  Obviously  lie  possessed  an  excess  of 
vitality,  which  is  an  unmitigated  boon  to  the  possessor, 
aind  it  is  equally  obvious  that  the  organization  of  the 
school  did  not  provide  the  necessary  opportunities  for  the 
employment  of  his  activities.  Undoubtedly  he  was  better 
off  in  a  truant  school,  where  the  scholars  are  not  kept  for 
so  many  hours  stooping  over  desks  in  a  state  of  un- 
natural repression.  All  schoolmasters  know  that  the 
"  naughty  "  boy  is  likely  to  become  a  useful  man,  but  we 
have  not  yet  managed  to  widen  our  curriculum  so  as  to 
employ  the  activities  of  a  boy  blessed  with  an  excessive 
amount  of  vitality. 

Me.  Mundell.i  writes  to  the  papers  to  state  the  law  on 

the  subject  of  the  education  of  the  chil- 
Tfie  Education  of      ^  c        c  •         •       ii  ■ 

Alien  Children.       '^^'^^   °f    refugees    or    enemies    m    this 

country.  So  far  as  concerns  the  children 
■of  Belgian  refugees,  great  goodwill  has  everywhere  been 
shown,  and  will  continue  to  be  shown,  even  if  it  were  not 
strictly  legal.  But  it  is  interesting  to  note  that  the  Edu- 
cation Acts  "  know  no  distinction  of  race,  creed,  language, 
■or  nationality."  Every  child  i-esiding  in  Great  Britain, 
for  no  matter  how  short  a  time,  is  under  statutory 
obligation  to  receive  efficient  elementary  instruction,  at 
school  or  elsewhere.     It  appears,  therefore,  that  it  is  the 


duty  of  the  Education  Authority  to  provide  education  for 
all  children  residing  in  the  country,  even  if  technically 
they  are  alien  enemies.  It  is  also  stated  in  "  Whitaker's 
Almanack "  that  any  child  born  in  England  is  by  law 
an  English  child,  and,  therefore,  children  born  in  this 
country  of  alien  parents  rank  as  English  children  in  the 
schools.  One  Education  Authority  has  declined  to  give 
a  scholarship  to  a  child  who  had  earned  it  by  examination 
on  the  ground  that  the  father  is  German.  But  the  child 
was  born  in  England,  and,  therefore,  it  seems  that  the 
decision  cannot  be  upheld  in  law. 


The  experiment  made  by  the  Admiralty  of  offering 
special  cadetships  to  boys  leaving  public 
Naval  Cadets.  schools  seems  to  have  been  successful. 
In  June  sixty-two  of  these  special  entry 
naval  cadets  passed  the  Entrance  Examination,  and  began 
their  training  at  Keyham  Royal  Naval  College  in  Septem- 
ber. Owing  to  the  War  the  cadets  were  given  as  much 
practical  work  as  possible,  in  order  to  fit  them  for  imme- 
diate service  as  junior  officers.  Captain  Mansell,  in  his 
report,  says  that  the  progress  of  the  cadets  had  fulfilled 
his  highest  expectations,  and  that  he  had  already  been 
able  to  recommend  the  names  of  fifteen  for  immediate 
appointment  to  two  of  the  finest  battleships  of  the  fleet. 
Admiral  Sir  G.  Le  C.  Egerton  congratulated  the  cadets  on 
their  oppoi'tunity  of  entering  the  Navy  at  the  most  critical 
time  in  the  history  of  the  Empire  ;  he  assured  them  that  it 
was  the  finest  service  in  the  world,  and  he  was  certain  that 
they  would  prove  worthy  of  it. 


A  GOOD  deal  of  criticism  has  been  directed  towards 
player's    and    spectators    of    football    in 

and  the  War  order  to  induce  them  to  leave  their 
favourite  game  and  enlist  in  the  Army. 
The  War  Office  has  now  authorized  the  formation  of  a 
special  battalion  of  footballers,  which  may  be  joined  by 
friends  and  supporters  of  the  clubs  as  well  as  by  players. 
Public  feeling  has  been  expressed  with  some  fierceness 
on  the  subject;  but  it  is  necessary  to  distinguish.  Many 
active  young  men  are  perforce  kept  in  the  country  by 
work  that  is  essential  for  the  conduct  of  the  War.  It  is 
reasonable  that  these  should  have  recreation.  "  It  is  not 
football,"  says  the  Times,  "  that  we  wish  to  abolish,  but 
professional  football,  just  as  we  should  need  to  abolish 
any  other  game  that  hiied  large  numbers  of  able-bodied 
young  men  away  from  the  service  of  their  country.  And 
our  reason  for  abolishing  it  is  not  because  it  amuses 
many  thousands  of  spectators."  It  is  essential  for  all 
of  us  to  maintain  our  good  spirits  and  to  keep  as  healthy 
as  possible.  So  far  as  football  contributes  to  this  end  it 
deserves  to  be  recognized.  But  many  men  who  cannot 
leave  the  country  are  finding  as  good  recreation  and 
exercise  in  drilling  as  members  of  a  civilian  force  as  they 
found  previously  in  football,  and  they  have  the  satisfac- 
tion of  pi'eparing  themselves  for  future  emergencies. 


It  is  likely  that  we  may  see   a  good  deal  of   military 


10 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


Cadet  Training  in     training  introduced  into  tlie  physical  drill 
Elementary  of  public  elementary  schools.    The  matter 

had  been  discussed  long  before  the  War. 
Nearly  two  years  ago  the  President  of  the  Board  of 
Education  stated  in  Parliament  that  he  was  not  prepared 
(o  sanction  the  use  of  arms  or  the  practice  of  military 
formations  in  elementaiy  schools.  But  the  Managers  of 
the  Central  Schools  in  Wimbledon  decided  more  than 
a  year  ago  to  provide  rifles  for  the  use  of  the  boys,  and 
their  decision  was  upheld  by  the  Local  Education  Com- 
mittee. A  protest  was  sent  to  the  Board  of  Education, 
who  replied  that  the  matter  was  one  for  the  decision  of 
the  District  Auditor  of  the  Local  Government  Board. 
The  District  Auditor  declined  to  disallow  the  expenditure, 
and,  on  an  appeal  being  made,  the  Local  Government 
Board  have  now  given  their  formal  decision,  affirming 
that  of  the  District  Auditor,  and  allowing  the  expendi- 
ture. The  legal  position  is,  therefore,  that  Education 
Committees  can  provide  for  the  military  training  of  cadets 
iu  elementary  schools. 

Mr.  a.  W.  Dakek.s,  an  ex-President  of  the  National 
Equal  Salaries  Union  of  Teachers,  speaking'  the  other 
for  Men  and  day  at  a  meeting  of  the  National  Feder- 
ation of  Women  Teachers,  made  a  strong 
plea  for  equal  salaries  for  men  and  women  teachers.  He 
pointed  out  with  considerable  force  that  the  work  done  by 
teachers  definitely  added  to  the  wealth  of  the  coiintry,  and 
that  the  teachers  who  made  that  addition  should  receive, 
in  the  form  of  salarj',  a  part  of  the  wealth  they  produced. 
He  maintained  that  the  education  of  girls  was  just  as  im- 
portant to  the  communitj'  as  the  education  of  bo3"s,  and 
that  therefore  the  work  done  by  women  was  as  valuable  as 
that  done  by  men.  He  declined  to  accept  the  view  that 
men  should  have  a  larger  salary  because  they  had  a  greater 
responsibility.  The  rate-payers,  he  said,  were  in  the  posi- 
tion of  a  customer  pui'chasing  a  commodity  :  if  they  could 
7iot  aft'ord  the  commodity  they  should  do  without  it.  In 
the  case  of  teachers  the  rate-payers  said  in  effect,  through 
their  Education  Committees,  that  they  could  not  afford  to 
pay  the  proper  price  for  education,  but  that  all  the  same 
they  must  have  it,  at  the  cheaper  price  they  offered.  The 
old  tradition  that  the  education  of  girls  is  of  less  value, 
because  in  the  past  girls  have  not  been  able  to  prove  the 
value  of  their  education  in  money,  dies  hard,  but  it  is 
dying.  


The   correspondence  columns  of  the  A.M. A.  records  a 
somewhat    extended    attack    upon     the 
Joint  Agency.        •'^°'"t  Agency.     This  Agency  was  estab- 
lished by  teachers  and  for  teachers.     It 
is  a  practical   institution  founded   by  the   teaching  pro- 
fession for  its   own   use,  and,  during  all  the  years  that 
it  has  been  established,  it  has  worked   effectively  for  the 
benefit  of  the  schools.     Of   this  there  is  plenty  of  testi- 
mony, both  from  head  masters  and  from  assistants.     For 
instance,   Mr.   Cholmeley   writes    to    point    out    that    the 
discrimination    exercised    by    the    Registrar    saves    both 
head  masters  and  candidates  for  posts  from  unnecessary 


trouble.  This  is  a  verj-  valuable  testimony  to  the 
efficiency  of  the  work.  The  objectors  apparently  wish 
that  all  vacant  posts  should  be  advertised.  This  maj-  be 
desirable,  but  experience  shows  that  it  is  an  unattainable 
ideal.  But  vague  charges  are  also  made.  The  matter 
will  be  discussed  by  the  Assistant  Masters'  As.sociation  at 
their  Annual  Meeting.  We  agree  with  the  A.M.A.  "  that 
the  Agency  and  all  concerned  with  it  will  court  the  fullest 
investigation  ;  we  are  equally  sure  that  the  Agency  will 
come  out  of  the  inquiry  with  flying  colours." 


The  Building  News  of  December  4  devotes  a  leading 
article  to  the  subject  of  ventilation  in 
Ventilation.  schools.  The  greater  part  of  the  article 
deals  with  the  evils  of  open  windows 
and  their  accompanying  draughts,  especially  where  these 
are  accentuated  by  cross-currents  of  air.  It  is  said  that 
the  cold  air,  entering  from  above,  in  addition  to  causing 
dangerous  draughts,  prevents  the  warm,  used  air  from 
rising,  and  so  the  children  sit  in  and  breathe  exhausted 
air.  Commander  Peary,  on  his  return  from  the  North 
Pole,  said  that  during  the  whole  period  of  the  Expedition 
he  had  never  once  contracted  a  cold,  but  that  on  his 
return  to  civilization  he  had  hardly  ever  been  free  from 
cold,  and  he  attributed  this  to  draughts.  The  problem  of 
proper  ventilation  has  not  yet  been  solved,  and  the 
Building  News  gives  us  no  definite  help  beyond  saying 
that  the  matter  should  be  left  in  the  hands  of  architects 
and  engineers  and  should  not  prove  beyond  their  powers. 
We  consider  the  proper  supply  and  regulation  of  fresh 
air  in  our  schools  a  matter  of  the  very  first  importance, 
and  we  can  only  hope  that  engineers  will  continue  their 
investigations  and  experiments  until  a  satisfactory  solution 
is  found. 


The  Authorities  of  the  London  Royal  Free  Hospital 
School  for  Medicine  are  making  an  appeal 
Doctors  ^°^  funds  to  enlarge  the  buildings,  on  the 

ground  that  more  women  doctors  aie 
urgentlj'  needed,  and  that  the  provision  for  their  training 
must  be  increased.  The  medical  profession  yields  to  none 
in  its  usefulness  and  in  its  absorbing  interest.  Among  the 
"  Careers  for  Girls  "  which  have  been  dealt  with  in  oui- 
columns  perhaps  the  profession  of  doctor  makes  an  appeal 
on  highest  grounds.  There  is  no  difficulty  in  securing 
posts  when  qualified.  Three  women  doctors  have  just 
been  appointed  as  resident  medical  oflicers  at  the  Wolver- 
hampton and  Staffordshire  Hospital.  The  appeal  referred 
to  above  saj's  : — 

The  demand  for  medical  women  constantly  increases.  In  public 
departments  throughout  this  kingdom,  in  sanatoria,  in  Poor  Law 
institutions,  in  hospitals  both  in  England  and  India,  and  as  medical 
missionaries  all  over  the  worid,  they  work  in  ever-gi'owing  numbers. 
At  the  present  time  medical  women  are  urgently  called  upon  to  fill 
the  places  and  supplement  the  work  of  the  medical  men  serving  with 
the  Army,  and  they  are  doing  this  both  in  this  country  and  in  France, 
so  far  as  their  numbers  permit.  This  demand  will  be  increased  in  the 
near  future  owing  to  the  niunber  of  young  men  now  joining  the  Army 
who  might  otherwise  have  studied  medicine.  Were  twice  as  many  to 
qualify  as  qualify  now,  .all  would  be  absorbed  by  these  and  other 
needs. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


11 


SUMMARY    OFJTHE    MONTH. 

Teachers'  Eegistratiox  Council. 
At  its  December  raeetincr  the  Teachers'  Registration  Council 
arranged  to  hold  a  discussion  in  January  on  the  subject  of  the 
Board  of  Education  Circular  8-1-9,  which  deals  with  examina- 
tions in  secondary  schools.  It  was  announced  that  the 
number  of  applicants  for  registration  was  4,760.  A  com- 
parison of  the  average  number  of  applications  per  week  before 
the  War  with  the  average  number  during  the  past  three 
months  shows  that  the  entries  have  been  adversely  affected 
to  the  number  of  about  1,.500.  In  spite  of  this,  however,  it  is 
.alreadj'  evident  that  a  Register  will  be  framed  and  that  it  will 
gain  increasing  support  as  time  goes  on.  The  Council  is 
making  preparations  for  the  issue  of  the  tirst  Official  List  of 
Registered  Teachers,  which  will  be  published  in  May  or  June 
next.  It  is  tbei'efore  important  that  those  teachers  who  wish 
to  have  their  names  on  the  first  List  should  apply  without 
delay.  Among  recent  applicants  for  registration  may  be 
mentioned  : — Ur.  Michael  Sadler,  Vice-Chancellor  of  the  L'ni- 
versity  of  Leeds  ;  Miss  M.  K.  Higgs,  Classical  Mistress  of  the 
Ladies'  College,  Cheltenham  ;  Mr.  Herbert  Ward,  H.M.  In- 
spector of  Schools ;  Prof.  Phillips,  of  the  Education  Depart- 
ment in  the  L'niversity  College,  Cardiff;  Mr.  G.  P.  De 
Martyn,  Inspector  of  Schools,  Hong-Kong ;  Miss  E.  L.  Jones, 
Head  Mistress  of  Park  Walk  School,  Chelsea;  Mr.  R.  A. 
Sheldon,  Lecturer  on  Electrical  Engineering,  University 
College,  Nottingham;  Prof.  Nunn  and  Miss  Punnett,  of  the 
London  Day  Training  College. 


The  Cirls'  Patriotic  Uxiun  of  Secondary  Schools. 
The  Union's  activities  are  classified  under  eight  different 
heads  —  "Services  to  Men  at  the  Front  or  in  the  Fleet," 
■'  Services  to  Troops  at  Home  and  to  Recruits  in  Training," 
"  Care  of  Sick  and  Wounded,"  "  Contributions,"  "  Saving  and 
Self-denial,"  "Relief  of  Distress,"  "Educational  Activities," 
,snd  "Prayers."  The  schools  have  ventured  on  no  great  and 
combined  undertaking,  but  all  the  work  of  the  busy  fingers 
and  active  brains  of  the  girls  has  been  properly  appreciated 
by  the  recipients — the  horse  whose  back  has  b;  en  spared 
unnecessary  torture  through  the  protection  afforded  by  the 
wither-pad  which  tiny  fingers  knitted ;  the  convalescent 
soldier,  whose  health  and  spirits  have  benefited  from  motor 
drives  arranged  by  members  of  the  Union's  Schools ;  the 
Belgian  children,  who  have  been  svipported  by  their  British 
debtors ;  the  British  girls,  who  lost  their  work  through  the 
War,  and  for  whom  employment  has  been  secured.  The  Hon. 
Secretaries  of  the  Union  are  Miss  F.  R.  Graj',  St.  Paul's 
Girls'  School,  Brook  Green,  W.,  and  Miss  Steele,  the  Grey 
Coat  Hospital,  Westminster.  Miss  F.  Gadesden,  of  the 
Blackheath  High  School,  is  Hon.  Treasurer;  and  the  office 
of  the  Union  is  that  of  the  Association  of  Head  Mistresses, 
61  Great  Ormond  Street,  W^.C. 


The  Montessori  Society. 
A  meeting  of  the  Montessori  Society  was  held  at  90  Bucking- 
ham Palace  Road  on  Saturday,  December  12.  At  this  meeting 
rules,  a  revised  aim  for  the  work  of  the  Society,  and  a  scheme 
for  study  circles  were  adopted.  It  was  announced  that  Dr. 
Montessori  had  accepted  the  office  of  Pi-esident  of  the  Society. 
The  Hon.  Secretary  for  the  ensuing  year  is  Miss  Rennie, 
Sway,  Hampshire,  and  the  Hon.  Treasurer  Dr.  Jessie  White, 
49  Gordon  Mansions,  London,  W.C.  It  was  also  announced 
that  a  London  Study  Circle  would  begin  work  in  the  New 
Year,  and  that  this  would  be  organized  by  Mr.  C.  A.  Clare- 
mont,  B.Sc,  who  has  attended  two  students'  courses  in  Rome. 
Those  who  wish  to  join  and  undertake  systematic  study  of 
Dr.  Montessori's  views  should  communicate  with  Mr.  C.  A. 
Claremont,  7  West  Heath  Avenue,  Hampstead,  N.W.  The 
fee  for  the  course  provided  by  the  Study  Circle  is  ICs.  6d.,  in 
addition  to  the  2s.  6d.  for  membership  of  the  Society.  The 
Society  is  hoping  to  collect  records  of  the  experimental  work 
carried  on  in  different  parts  of  the  country  on  scientific  lines. 

British  Universities  and  Foreign  Students. 
The  Vice-Chancellor  of  Sheffield  University  (Mr.  H.  A.  L. 
Fisher),   speaking  at  the   annual   meeting   of   the    Court   of 
( lovernors,  said  that  German  Universities  had  been  frequented 


by  Russians,  Spaniards,  Frenchmen,  and  also  by  Americans 
in  great  numbers,  but  he  believed  that  when  the  War  was  con- 
cluded it  would  be  possible  for  England  very  largely  to  step 
into  the  place  hitherto  occupied  by  Germany.  If  our  Uni- 
versities would  only  be  a  little  imaginative  and  ti'y  to  re- 
produce some  of  the  perfection  of  organization  which  did 
undoubtedly  prevail  in  Germany,  and  which  brought  eternal 
honour  to  the  German  nation,  they  might  become  cosmopolitan 
Universities  in  the  sense  in  which  Oxford  was  the  great  pos- 
mopolitan  University  of  the  Middle  Ages.  It  was  only  since 
the  Reformation  that  English  Universities  had  become,  in  a 
sense,  provincial.  In  the  Middle  Ages  Oxford  and  Paris  were 
the  two  intellectual  capitals  of  Europe.  In  certain  regions  of 
applied  science  there  was  no  reason  why  in  the  next  fifteen  or 
twenty  years  Sheffield  should  not  be  the  intellectual  capital  of 
Europe. —  The  Timen. 

Classes  for  Soldiers. 
With  a  view  to  assisting  Local  Authorities,  with  the 
approval  of  the  Military  Authorities,  to  provide  instruction, 
other  than  instruction  in  military  duties,  for  recruits  and 
other  men  serving  with  the  colours,  the  Board  of  Education 
have  issued  special  regulations  for  grants  in  aid  for  the 
purpose.  Where  the  Local  Education  Authority  desire  to 
provide  such  instruction  and  are  unable  to  secure  regular 
attendance  at  progressive  courses  satisfying  the  full  conditions 
of  the  Board's  Kegulatious  for  Technical  Schools,  &o.,  the 
Board  may  aid  the  provision  of  informal  instruction,  which 
may  consist  of  short  courses  in  geography  or  history  illustra- 
tive of  the  present  campaign;  topography,  mapping,  and  map- 
reading  ;  first  aid,  ambulance,  and  hygiene ;  telephony  and 
telegraphy ;  conversation  classes  in  foreign  languages  ;  sing- 
ing ;  field  cookery ;  practical  instruction  in  simple  crafts ; 
illustrated  lectures  of  a  popular  and  instructive  kind. ; 
tutorial  assistance  for  backward  students  in  the  composition 
of  letters  and  in  simple  calculations  ;  or  instruction  in  such 
other  useful  and  interesting  subjects  as  experience  and  the 
wishes  of  the  students  may  suggest.  The  Board  will  make 
grants  in  aid  at  the  rate  of  from  2s.  6d.  to  5s.  for  each  hour  of 
instruction,  the  total  grant  to  a  Local  Education  Authority 
not  to  exceed  two-thirds  of  the  cost  of  the  instruction. 


German  Professor's  Resignation. 
The  Council  of  Liverpool  University  have  accepted  the  re- 
signation of  Prof.  Kuno  Meyer  of  the  honorary  Chair  of  Celtic 
at  the  University.    Prof.  Kuno  Meyer  is  one  of  the  best-known 
authorities  in  this  country  on  Celtic  literature  and  languages. 

The  Fighting  Spirit. 
The  Parliamentary  Recruiting  Committee  have  received  the 
following  communication  from  a  Yorkshire  lad:  — 

Dear  Sirs, — Will  you  kindly  akcept  our  services,  four  smart  boys,  I 
am  officer  we  have  got  up  a  regiraeut.  Nothing  but  death  will  stop  us 
when  doing  something  for  our  country  I  am  eleven  on  friday  news  as 
just  reached  us  of  the  ataek  on  the  east  coast.  The  other  boys  are 
about  my  age,  we  want 'to  guard  a  bridge  or  something  one  for  each 
corner  our  names  are  David  Atkinson,  Jack  Atkinson,  Charly  Clark- 
son  and  I  tom  Dent,  give  me  an  answer  soon  or  I  will  run  away  to. 
Frace  to  fight.     I  pity  the  poor  german  spy  that  we  get  hold  of. 

Yours  truely  Tom  Dent 

a  British  lad. 


Appointments. 

At  a  meeting  of  electors,  the  Fellows  of  the  College,  held 
at  Oriel  College,  Oxford,  the  Rev.  Lancelot  Ridley  Phelps, 
M.A.,  Fellow  and  Tutor  of  the  College,  was  unanimously 
elected  Provost,  in  place  of  Dr.  C.  L.  Shadwell,  who  resigned 
that  position  last  month. 

The  Council  of  East  London  College  have  appointed  Mr. 
Ernest  Classen,  M.A.,  Ph.D.,  to  the  Lectureship  in  the  English 
Language. 

The  Rev.  Leonard  Hodgson,  B.A.,  late  Scholar  of  Hertford 
College,  has  been  appointed  Vice-Principal  of  St.  Edmund 
Hal!,  Oxford. 

The  Council  of  Bradfield  College  have  appointed  the  Rev. 
R.  D.  Beloe,  one  of  the  house  masters  of  Winchester  College, 
to  be  Head  Master  from  Christmas  next.  Mr.  Beloe  was 
educated  at  Oundle  and  took  his  degree  in  history  at  Corpus 
Christi  College,  Cambridge,  in  1890.  He  has  been  at  Win- 
chester since  1902  and  was  ordained  in  1908. 


12 


THE  EDUCATIONAL  TIMES. 


[Jan.  J,  1915. 


GERMAN  V.   ENGLISH    EDUCATION. 

A  PRIZE-GIVINa  ADDRESS.* 

By  Sir  PiiiLir  Magnus,  M.P. 


You  will  have  gathered  from  the  Report  of  your  Princijial, 
Dr.  Sumpner,  that  the  prizes  which  I  have  had  the  pleasure 
to  present  this  evening  and  the  certificates  you  have  gained 
have  been  awarded  on  the  results  of  two  very  different  types 
of  examination.  Each,  I  venture  to  think,  is  of  some  value 
to  your  teachers  and  to  yourselves.  Educationally,  the  two 
types  of  examination  should  be  carefully  distinguished. 
I  refer  to  the  internal  e.xaminations  of  your  teachers  and 
to  the  more  general  examinations  of  wider  competitive 
character,  open  to  students  of  other  Technical  Schools,  con- 
ducted by  external  bodies  such  as  the  City  and  Ouilds  of 
London  Institute.  In  the  prefatory  note  of  the  Board  of 
Education  to  their  recently  published  "  Regulations  for 
Examinations  in  Science  and  Technology,"  the  Permanent 
Secretary  states,  "  The  Board  have  i'or  some  time  felt 
considerable  doubt  as  to  the -value  of  their  examinations 
as  tests  of  the  progress  of  students  which  would,  in  their 
opinion,  be  better  tested  by  internal  examinations,  carefully 
adjusted  to  the  character  and  conditions  of  the  instruction 
given  in  the  individual  schools." 

In  this  opinion  of  the  Board  I  fully  concur.  No  general 
external  examination  can  test  so  satisfactorily  the  progress 
of  students  in  the  subjects  in  which  they  have  received 
instruction  as  an  examination  on  those  subjects  by  their 
own  teachers.  Indeed,  such  an  examination  does  more.  It 
shows  the  teacher  whether  his  instruction  has  been  of  such 
a  kind  as  to  impress  his  students — in  other  words,  whether 
it  has  succeeded  in  its  purpose. 

But  the  examinations  of  such  bodies  as  the  City  and  Guilds 
Institute  have  a  very  different  object.  Their  immediate 
purpose  is  not  so  much  to  test  the  "  progress  "  of  the  student 
under  instruction  as  to  afford  some  generally  recognized 
proof  of  the  knowledge  he  has  acquired  of  the  trade  or  pro- 
fession in  which  he  is  engaged,  or  is  about  to  engage,  and 
Ids  competency  to  practise  it.  These  examinations  are 
similar  in  character  to  the  tests  which  candidates  in  Law 
or  Medicine  or  Surveying  or  Accountancy  are  required  to 
pass  before  commencing  their  professional  work.  I  am  glad 
to  find  that  a  large  number  of  students  of  this  school  have 
qualified  by  such  tests  for  certificates  of  competency  to 
practise.  It  should  be  remembered  that  these  Certificates 
afford  employers  some  independent  guarantee  of  an  appli- 
cant's skill  and  knowledge,  and  consequently  possess  a  recog- 
nized commercial  value,  not  only  in  his  own  locality  but 
elsewhere,  in  assisting  him  to  obtain  employment  or  to 
improve  his  position  in  his  trade.  We  have  been  told  that 
oxteinal  examinations  are  not  held  in  Germany.  As  a 
fact,  that  is  not  the  case;  but  the  conditions  of  education 
in  Germany,  as  I  hope  t-o  show,  are  very  different  from  our 
own,  and  I  should  be  sorry  to  see  German  methods  imi- 
tated in  this  country. 

Of  late  years,  we  have  heard  a  great  deal  of  loud  talk  as 
to  the  excellence  of  German  education.  There  was  a  time, 
some  twenty  or  thirty  years  ago,  when  I  admit  our  school 
organization  was  very  defective.  It  was  at  a  time  when 
the  late  Matthew  Arnold  was  continually  telling  us  to 
organize  our  secondary  education.  But  that  has  now  been 
partly  accomplished,  and  it  is  well  to  remember  that  there 
can  be  too  much,  as  well  as  too  little,  organization.  AVhat  is 
more  important  than  organization  is  the  character  and  spirit 
of  the  teaching  given  in  our  schools;  and,  viewed  as  a 
whole,  I  believe  our  own  system  and  our  own  methods  are 
distinctly  better  than  the  German.  In  Parliament  and  else- 
where, I  have  frequently  heard  men  occupying  high  positions 
endeavour   to   enforce   their   arguments   in   favour   of   some 


*  Delivered  at  the  Municipal  Technical  School,   Birmingham,  on 
November  12,  1914. 


new    measure   or   proposal    by   saying,   ''  It  is   done  in  Ger- 
many."    Well,   I  must  own   that  argument  has  had  little 
weight  with  me,  and  it  has  the  less  appealed  to  me,  because 
I  have  known  that  if  these  distinguished  authorities,  instead 
of    selecting    for    our    imitation    some    particular    feature 
of   German  practice,  had  explained  to  us  more  fully  Ger- 
man methods,  the  picture  would  have  proved  less  attractive. 
But  this  by  the  way.     No  doubt  you  have  been  impressed, 
as  we  all  have  been,  by  the  intelligence,  the  foresight,  and 
attention   in    detail    shown    by   the   Germans  in   their   pre- 
paration for  the  War  in  which  we  are  now  engaged.     But 
the  lessons  to  be  learnt  from  this  War — lessons  not  to  be 
despised  nor  to  be  regarded  as  the  German  Emperor  is  said 
to    have   spoken   of   Sir   John   French's   "  Little   army  "—do 
not  lead  to  the  conclusion  that  their  men  and  women  are 
more    competent    or    more    highly    cultured   than   our    own. 
nor  even  that  the  instruction  provided  iu  their  schools  and 
colleges   is   more   educational   iu   the  true  meaning  of  that 
word  than  that  provided  in  our  own  institutions.     Judging 
from  the  Report  of  the  Principal  read  to  us  this  evening, 
I  do  not  hesitate  to  say  that  there  is  no  school  similar  to 
this  in  Germany  doing  equally  good  work.    The  much  praised 
German  efficiency  is  due  to  many  causes,  but  it  cannot  be 
ascribed  to  the  intellectual,  and  certainly  not  to  the  moral, 
pre-eminence  of  their  ordinary  citizens.     It  is  due  largely 
to  the  concentration  of  their  educational  efforts  on  a  sjjecial- 
ized  form  of  training— a  training  the  advantages  of  which 
have  been  recognized  at  all  times  and  in  all  countries  except 
our  own — I  mean  military  training;    and.  strange  to  say.  it 
is  this  training,  which  those  who  have  been  loudest  in  their 
praise   of   German   education   have   consistently  deprecated. 
Everyone  who  has  studied  German   social  conditions  has 
known  that  German  life  in  all  its  varied  aspects  has  been, 
and   is   now,    dominated    by    one   idea — the   preparation   for 
war.      I   am   not   one  of  those  who   speak   disparagingly  of 
the  beneficial  influence  on   character  of  military  exercises. 
I    recognize   their    value   in    developing   bodily   activity,   in 
quickening  the  perceptions,  in  rendering  the  intellect  mure 
alert,  and  in  creating  useful  habits.     But  that  the  soul  of  a 
nation   should  be  wholly  preoccupied  with  warlike  prepar- 
ations, that  all  social,  political,  and  economic  efforts  should 
be  determined  by  military  considerations,  that  the  Univer- 
sities,  the  technical  and  other   schools  should  be  saturated 
with  thoughts  of  war  and  conquest,  and  that  the  conceptions 
of  the  people  should  be  so  warped  that  they  fail  'to  distinguish 
between  Might  and  Right,  and  learn  to  exalt  neces.sity  abo\  e 
moral  law  is,  as  the  result  of  education,  so  opposed  to  our 
own  ideals,  and  is  so  antagonistic  to  all  civilizing  influences, 
as  to  compel    every    effort    to    prevent    its    spread,  and  to 
sanctify  the  sacrifices  which  we  and  other  nations  are  making 
to  resist  it. 

The  Geiman  Go\ernment,  realizing  that  some  justification 
was  needed  for  this  deification  and  worship  of  brute  force, 
would  seem  to  have  invited,  or  required,  the  Professors 
of  their  State-supported  Universities,  themselves  servants 
of  the  State,  to  proclaim  the  great  superiority  of  their  own 
culture  over  that  of  any  other  country,  and  the  consequent 
urgent  necessity  that  Germany  should  acquire,  by  force  of 
ai-ms,  supreme  political  power,  in  order  to  fulfil  what  she 
claims  as  her  heaven-imposed  task  and  civilizing  mission, 
that  of  spreading  her  own  culture  and  her  own  civilization 
throughout  the  world.  The  arrogance  of  this  claim  is  only 
equalled  by  its  absurdity  and  purposeful  self-deception. 
Prussia  has  dominated  the  rest  of  Germany,  and  some  of  the 
finest  features  of  German  idealism  have  been  destroyed  by 
her  powerful  penetrating  spirit.  She  has  not  yet  succeeded 
in  dominating  Britain,  and  in  literature  as  in  science,  in 
discovery  and  invention,  she  remains  far  behind  us.  And, 
if  we  eliminate  what  Germany  owes  to  Slavonic  and  Semitic 
genius,  we  may  truly  say  that,  except  perhaps  in  music, 
there  is  no  form  of  culture  in  which  the  Teutons,  as  a  race, 
are  superior  to  the  Anglo-Saxons.  It  was  necessary,  how- 
ever, to  fan  the  native  conceit  of  the  German  people,  in  order 
to  gain  their  support  for  the  costly  scheme  of  conquest  on 
which  thcv  had  determined  to  embark.     Hence  their  Culture 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


13 


cry.  But  we  all  know  now,  and  many  knew  long  since, 
that  their  real  object  was  to  strike  at  England,  and  by  first 
destro3ang,  and  then  rearranging,  the  scattered  elements 
of  the  British  Empire,  to  subdue  and  to  govern  the  habit- 
able globe.  Well,  they  have  not  done  that  yet;  but  the 
picture  of  the  Kaiser  and  the  Sultan  marching  arm-in-arm 
among  the  nations,  distributing  tracts  on  Culture  and  the 
higher  civilizing  influences  of  Prussiair  discipline,  would 
indeed  be  comic,  were  it  not  for  the  pain  and  sorrow  which 
have  followed  from  the  overbearing  conceit  that  has  brought 
about  this  devastating  War.  And  now,  let  me  briefly  ex- 
plain, how  this  swollen-lieadedness  and  ambition  liave 
affected  the  whole  scheme  of  German  education. 

In  their  educational  system,  and  indeed  in  the  entire 
organization  of  their  social  life,  compulsion  is  largely  sub- 
stituted for  free  volition.  Slavish  obedience  is  regarded 
as  essential  for  the  exercise  of  what  is  claimed  as  dentscJie 
Tugend,  or  German  virtue,  and  it  is  so  enforced  that  free- 
dom of  expression  in  thought  or  action  is  rigorously  sup- 
pressed. Prom  his  earliest  childhood,  throughout  his  entire 
youth  the  ordinary  citizen  is  trained  in  accordance  with 
the  requirements  of  a  State  policy,  and  is  treated  as  a  part 
of  a  great  military  machine.  In  a  very  interesting  book, 
recently  published,  entitled  "  Memories  of  the  Kaiser's  Court." 
the  author,  who  was  English  governess  to  the  Princess 
Victoria  Louise,  now  Duchess  of  Brunswick,  says:  "Educa- 
tion in  Germany  seems  to  be  strictly  standardized.  At  a 
certain  age  every  child,  be  he  prince  or  peasant,  will  be  in 
a  certain  class,  learning  certain  subjects.  Each  year  he 
will  move  a  grade  higher,  or  if  he  does  not  the  whole  family 
will  feel  that  some  dreadful,  irretrievable  disgrace  has  be- 
fallen it.  The  mother  will  weep  about  the  house,  sighing 
and  swallowing  her  tears.  The  father  will  wear  a  corru- 
gated brow,  and  perceive,  looming  in  the  distance,  a  son 
who  is  a  'Zweijdhrige.r,  that  is,  one  who  must  give  two  years 
instead  of  one  to  military  service,  since  he  has  not  passed 
the  necessary  examination  which  reduces  the  t-erm  by  twelve 
months.  This  is  one  of  the  most  terrible  things  tliat  can 
happen  to  a  German  household.'' 

There  is  not  much  suggestion  of  love  of  learning  in  the 
passage  I  have  quoted.  The  parents'  sorrow  is  not  for  their 
son's  failure  to  appreciate  German  culture,  but  for  the 
more  disappointing  fact  that  he  will  be  forced  to  undergo 
two  years'  military  service  instead  of  one,  and  will  be  pointed 
at  as  a  Zweijdhriger. 

In  this  family  picture,  in  the  description  of  German  social 
life,  which  may  be  found  in  many  works  of  fiction  and  in 
other  publications,  and  in  the  events  which  have  led  up  to 
this  War,  and  also  in  its  conduct,  we  see  the  grave  defects 
and  not  the  merits — although  there  are  some — of  the  German 
as  compared  with  our  own  system  of  education.  We  see 
the  lack  of  sympathy  and  of  imagination  and  the  consequent 
narrowness  of  view,  the  paralysis  of  iirdividualism,  the  ex- 
altation of  mere  intellect,  and  the  absence  of  any  high  moral 
sense.  We  see  a  whole  people  organized  into  a  vast  and 
nearly  perfect  military  macfiine,  its  human  elements  so 
controlled  and  tempered  as  to  act  with  the  accuracy  and 
precision  of  the  cogs  and  wheels  of  some  highly  finished 
mechanical  appliance.  As  an  example  of  discipline,  and 
of  the  effect  of  enforced  obedience,  it  is  nearly  perfect. 
But  when,  under  changed  conditions,  as  in  a  state  of  war, 
these  leading  strings  are  loosened  and  the  accur^tonied  fetters 
are  removed,  we  find  that  the  average  man,  so  educated, 
relapses  into  a  state  of  almost  native  barbarism,  and  acts 
under  the  savage  impulses  of  his  untrained  and  undeveloped 
character.  Too  many  sad  examples  of  the  excesses  to  which 
he  is  liable  the  history  of  this  War  has  disclosed.  Such 
conduct,  which  has  come  as  a  painful  sui-j5rise  to  most  of  us, 
is  very  largely  due  to  the  system  of  education,  which  coerces 
instead  of  training  the  will,  and  compels  obedience,  in.stead 
of  encouraging  a  healthy  sense  of  freedom  and  responsi- 
bility. To  this  system  of  education  our  own  is  a  happy 
contrast,  and  I  hope  it  will  continue  to  remain  so. 

One  lesson,  however,  of  practical  importance  we  may  learn 
from  the  study  of  the  great  warlike  instrument  wliich  ha.s 


been  largely  fashioned  in  the  schools  of  Germany.  We 
maj-  learn  the  value  of  thoroughness  in  any  work  in  which 
we  may  be  engaged.  It  may  be — I  fear  it  is  so — that  in 
much  that  we  ha\e  undertaken  we  have  been  content  with 
something  too  far  short  of  the  perfection  which  should  be 
our  aim,  and  towards  which,  by  more  concentrated  study, 
we  might  be  able  more  nearly  to  approach.  We  may  have 
become  a  bit  slack  owing  to  the  individual  liberty  which 
we  enjo}',  and  which  we  rightly  prize.  We  may  suffer 
from  the  drawbacks  to  our  advantages.  If  so,  let  us  be 
warned  in  time.  In  physics,  sve  know  what  is  meant  by 
the  dissipation  of  energy.  In  all  our  undertakings  we  should 
endeavour  to  avoid  it.  On  the  battlefield  the  enemy  have 
scored  successes,  gained  by  their  previous  preparation  for 
every  conceivable  emergency,  by  their  careful  survey  of 
the  conditions  of  the  problem  they  had  set  themselves  to 
solve,  and  by  the  swiftness  and  strength  of  their  attack 
at  selected  points.  They  have  made  mistakes.  They  have 
failed,  from  lack  of  imagination,  to  anticipate  the  action  of 
of  their  opponents.  They  may  have  miscalculated  the  effect 
of  certain  unknown,  and  possibly  unknowable,  forces.  But 
we  cannot  fail  to  admire  their  thought  and  care  in  pre- 
paration and  their  thoroughness  in  actual  work.  Those 
qualities  are  worthy  of  imitation  and  are  potent  elements 
of  success.  In  all  our  educational  efforts  we  should  avoid 
superficiality,  applj'ing  all  our  energies  to  master  each  sep- 
arate difBculty  with  which  we  are  confronted.  Such  diffi- 
culties meet  us  in  the  classroom,  and  in  the  laboratory,  and 
be  sure  that  we  gain  more  intellectually  by  the  thorough 
mastery  and  complete  solution  of  some  one  problem,  by  the 
determination  of  all  relevant  considerations  in  any  single 
investigation,  than  b}'  covering  in  a  partial  and  dilettante 
manner  a  much  larger  area  of  work.  It  is  an  old  educational 
axiom — to  which,  in  many  of  our  schools,  too  little  attention 
is  given — non  mnlta.  sed  imilfiim;  it  is  a  still  older  maxim, 
applicable  to  all  our  undertakings,  "  Whatsoever  thy  hand 
findeth  to  do,  do  it  with  thy  might." 

Before  sitting  down,  there  is  one  educational  question 
of  wide  significance,  to  which  the  attention  of  Parliament 
has  recently  been  directed,  on  which  I  desire  to  say  a  few 
words.  The  question  has  special  reference  to  the  work  of 
great  technical  institutions,  such  as  this  school.  I  refer  to 
the  importance  of  some  preparatory  and  intermediate  train- 
ing for  children  between  the  ages  when  they  leave  the 
elementary  school  and  when  they  should  commence  their 
distinctly  technological  instruction.  There  are  many  more 
ways  than  one  of  bridging  over  this  critical  period  in  a 
child's  life.  We  have  adopted  from  the  French  and  the 
Belgians,  whose  artisans  have  always  been  distinguished  for 
their  efficiency,  a  system  of  continuation  trade  schools,  known 
as  "Apprenticeship  Schools.''  We  are  establishing  evening 
junior  technical  schools,  which  will  serve  as  feeders  for 
the  higlier  technical  institutions.  But  we  cannot  escape  from 
the  conclusion  that  the  majority-  of  children  between 
the  ages  of  thirteen  and  sixteen,  or  indeed  fourteen  and 
seventeen,  who  have  spent  the  whole  day  in  the  factory  or 
shop,  or  in  other  work,  are  too  tired  to  profit  fully  by 
evening  teaching.  Time  and  money  are,  therefore,  wasted 
in  driving  them  into  evening  schools.  What  I  am  very 
anxious  to  prevent  is  the  enactment  of  any  measure  compel- 
ling these  children  to  attend  such  schools.  Here,  again,  we 
should  avoid  imitating  what  we  are  told  is  the  German 
practice.  I  appeal,  therefore,  most  earnestly  to  manufac- 
turers and  employers  of  labour,  to  afford  facilities  to  their 
apprentices  and  young  employees  to  join,  if  only  for  a  few 
hours  a  week,  day  classes,  in  which  they  may  receive 
practical  instruction,  and  to  make  it  as  far  as  possible  a 
condition  of  employment  that  they  attend  those  classes. 
Further,  I  ventiu-e  most  respectfully  to  urge  Local  Education 
Authorities  to  arrange  for  the  formation  of  day  classes 
during  those  hours  that  may  be  found  most  convenient  to 
employers.  I  am  quite  certain  that  much  may  be  effected 
by  co-operation  and  by  the  mutual  efforts  of  employers  and 
Local  Authorities,  Encouragement  is  far  better  than  com. 
pulsion,   and    is    better    adapted    to    our    ingrained   British 


14 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


principles.  There  are  duties  which  the  State  has  a  right 
to  exact  from  its  citizens,  and  in  enforcing  these  the  State 
"may  liave  been  too  lenient ;  but  in  educational  matters, 
wliere  compulsion  can  be  avoided,  let  us  leave  to  our  j'oung 
students  above  school  age  as  much  individual  liberty  as 
possible. 

Well,  I  have  ventured  in  these  few  remarks  to  afford 
an  example  of  that  superficiality  I  have  asked  you  to  avoid. 
I  have  touched  upon  many  subjects  without  fully  discu'^sing 
any  one.  I  apologize.  But  T  could  not  refrain  from  all  refer- 
ence to  the  distinctive  differences  between  the  overpraised 
German  system  of  education  .ind  our  own,  and  from  point- 
ing the  moral  which  those  ditVerences  suggest. 


CCEURS    FRANCAIS. 


By  Makion  C.uiill. 
It  may  perhaps  interest  English  readers  in  these  days  of 
stress  and  waiting  to  hear  how  little  French  girls,  with  all 
their  loved  ones  at  the  War,  support  the  same  strain.  The 
following  vignettes,  taken  "  in  time  of  war,"  show  some 
phases  in  the  character  of  our  little  Gallic  neighbours. 


School  life  and  cours  must  continue  as  usual,  of  course.  War 
or  no  War.  But  with  what  a  difference !  French  children 
are  merry  little  souls ;  but  now  it  is  as  though  a  blight  had 
fallen  on  the  school.  Fathers,  brothers,  cousins  are  all  at  the 
front,  whither  anxious,  loving  little  hearts  follow  them  many 
times  a  day.  Whatever  we  maj-  be  doing,  it  is  easy  to  read 
from  their  mobile  little  faces  that  tlieir  minds  are  far  away 
ivith  Jean,  Louis,  or  Marcel. 

Every  evening  at  six  o'clock  they  go  to  the  chapel  to  beg 
La  Saiute  Vierge  to  bless  the  Army  and  les  braves  Anglais. 
It  is  a  thrilling  experience  to  see  them  on  their  knees,  hands 
clasped,  head  thrown  back,  as  though  gazing  straight  into 
the  tender  eyes  of  Notre  Dame. 

"  See  you,"  said  Solange,  aged  seven,  to  her  horme  amie, 
Muguette,  aged  six,  "it  was  on  the  fete  day  of  La  Sainte  Vierge 
that  les  Bodies  retreated,"  and  her  beautiful  brown  eyes  grew 
large  and  soft  with  awe  and  love. 

"  Dieu  aime  la  France !  "  they  cried  enthusiastically  when 
they  heard  the  good  news,  for  the  enemy  had  been  at  the  very 
gates  of  their  beloved  city.  And  there  was  a  ring  of  triumph 
in  their  young  voices  as  they  lifted  eyes,  wet  with  happy 
tears,  to  the  calm  face  of  Xotre  Dame,  and  cried  again  and 
again  in  love  and  gratitude,  "  Salve  Regina  !  Mater  Miseri- 
cordiae !  " 

II. 

They  are  stern  critics,  these  soft-mannered  little  French 
girls.  The  "  bomb-dropping  "  on  Paris  created  great  con- 
sternation. 

"  What  then,"  exclaimed  Gilette  indignantly,  "  were  our 
aviators  doing,  that  they  allowed  it — that  they  did  not  kill 
ces  ckiens  allemands  ?  " 

"  Not  possible  to  be  everywhere,"  said  Suzanne  reproach- 
fully. "  They  do  magnificent  work — but  magnificent ! — with 
the  Army." 

"  Know  you,  then,  there  is  a  fleet  of  aeroplanes  es]jecially  to 
guard  Paris  P  What,  then,  were  they  doing?  It  is  all  that 
I  ask.     Did  they  sleep?     Mnn  Dicu  !  c'est  irop  fort,  i/a." 

And  on  occasions  they  go  to  the  other  extreme.  In  one  of 
the  official  commxiniqvvs  it  remarked  on  the  de.sperate  nature 
of  the  German  offensive. 

"And  the  poor  Allies,"  sighed  Marcelle,  "they  receive  these 
blows?  " 

"Without  doubt,"  I  replied  comfortingly,  "they  return 
them." 

And  yet,  when  the  Turcos,  with  barbarian  single-rainded- 
ness,  presented  some  rather  gruesome  relics  to  the  thrilled 
Parisians,  my  gentle  little  French  girls  remarked,  with  satis- 
faction :  "  C'est  bien,  fa." 

A  great  contrast  this  to  the  scene  when  they  were  told  that 
•war  had  been  declared.  The  Principal,  Gallic  drama  in  every 
line  of  her  figure,  marched  into  the  Salle  to  announce  the 


stirring  news,  followed  by  the  lufirmarian  with  a  bottle  of 
wine.  And  it  was  needed  !  Some  fainted,  many  were  hys- 
terical, all  wept. 

On  those  early  days,  when  the  news  was  bad,  not  a  sound 
but  weeping  was  to  be  heard.  They  were  prostrate  with  grief 
and  depression.  The  chapel  was  besieged  with  earnest  chil- 
dren, imploring  Heaven's  protection  for  their  beautiful 
country. 

"  Bienheureuse  Jeanne  d'Arc,  priez  pour  iious,"  they  cried 
at  the  foot  of  the  Warrior  Maid's  statue;  And  the  slender 
boyish  form  of  the  Maid,  in  her  white  armour,  holding  aloft 
her  white  banner,  was  illuminated  with  the  soft  glow  of  many 
candles.     "  Souvenez-vous,  Jeanne,  de  votre  chere  patrie." 

III. 

That  the  English  could  remain  calm,  cheerful,  confident  in 
the  face  of  disaster,  appeared  to  them  little  short  of  mir- 
aculous. 

"  Ah  !  ces  Anglais  !  nos  chers  Anglais ! "  they  murmured  in 
amazement.     "  Mon  Dieu  !  quelle  tcuacite  !  " 

When  they  knew  that  we  had  printed  the  full  tale  of  the 
early  disasters,  with  their  deathless  heroism  and  heart- 
breaking casualties,  they  were  almost  dumb — but  not  quite: 
it  takes  a  great  deal  to  deprive  a  Parisienne  of  her  powers  of 
speech. 

"  But  how  rash,  how  unwise  ;  they  will  be  discouraged  !  " 

And  when  they  heard  that  the  result  of  our  first  casualty 
list  was  to  increase  the  number  of  our  recruits,  thej'  broke 
out  into  loud  exclamations  of  admiration. 

"  (Test  iinpaijahle!     Ah  !  no  wonder  the  English  are  great." 

"  And  after  the  war.  Mademoiselle,  you  English  will  be 
greater  than  ever,  for  you  are  the  admiration  of  tlie  world. 
You  take  les  paucres  Beiges  to  your  hearts.  You  even  open 
your  Universities  to  the  students  and  professors  of  Louvaiii. 
Without  doubt,  les  Allies  will  be  victorious,  for  le  ban  Dieu 
will  bless  generous  England." 

IV. 

To-day  news  came  that  Ijoth  the  brothers  of  little  Yseult 
have  died  for  France.  Poor  boys  1  They  were  only  eighteen 
and  nineteen  years  of  age.  The  elder,  a  St.  Cyrien,  was  sent 
to  the  front  at  the  beginning  of  the  war.  The  younger,  a. 
student  at  a  well  known  Belgian  college,  enlisted  with  impul- 
sive generosity  in  the  gallant  Belgian  army.  Wounded  in 
his  first  engagement,  and  unable  to  escape,  he  was  found  by 
German  soldiers,  and  at  their  hands  met  with  a  violent  death. 

One  cau  never  be  entirely  accustomed  to  the  French  nature, 
for  it  is  constantly  taking  one  by  surprise.  I  thought  this  news, 
bringing  the  actualities  of  war  so  near  to  them,  would  paralyse 
them,  emotional  to  excess  as  they  are.  But  no,  they  remained 
quite  calm.  The  child  herself,  a  pathetic,  delicate  little  figure, 
goes  about  as  usual.  The  only  effect  she  confesses  to  are 
"  bad  dreams."  She  is  afraid  to  sleep.  They  are  all  nervous, 
strung  up  to  a  pitch  that  would  destroy  our  northern  calm  and 
wreck  our  nervous  system.  But  they  possess  such  resiliency, 
such  immense  stores  of  vitality,  that  their  power  of  recupera- 
tion is  very  great.  And  j'et,  when  Gilette  received  a  letter 
from  her  father,  who  had  been  in  action  at  St.  Quentin,  she 
promptly  fainted.  He  was  now  in  Brittany  preparing  a  new 
army  corps,  therefore  out  of  all  immediate  danger.  There 
was  nothing  about  which  to  be  alarmed,  much  for  which  to  be 
grateful.  But  if,  in  the  next  engagement,  she  hears  of  his 
death,  she  will,  I  am  sure,  accept  it  with  fortitude,  and 
amaze  us  with  unexpected  powers  of  endurance. 

VI. 

Some  very  charming  and  interesting  letters  come  to  them 
from  the  front.  French  families  are  very  united,  and  their 
tender,  beautiful  language  lends  itself  in  a  marvellous  manner 
to  the  expression  of  affection.  I  think  all  the  French,  both 
young  and  old,  live  to  a  certain  extent  in  the  pays  da  teiidre. 

One  young  soldier,  Andre,  writes  to  his  sister  from  the 
South  :  "  When  we  had  mobilized,  we  marched  with  our 
general  to  Lourdes.  And  there  Mgr  de  Tarbes  blessed  our 
swords  before  the  Grotto  of  Notre  Dame.  Every  one  in  the 
regiment,  from  the  chief  officer  downwards,  went  to  confes- 
sion and  received  Holy  Communion.  It  was  a  sight  I  shall 
never  forget.     Have  no  fear,  little  sister  ;  we  draw  the  sword 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


lo 


'iov  God  and  for  France.     La  Sainte  Vierge  will  not  let  us 
fail.     Courage,  petite  amie ;  que  le  bun  Dien.  rous  protege :" 

Another,  Marcel,  with  the  flyinc;  corps,  writes  :  "  Yesterday 
I  saw  the  English  fight.  Mon  Diea  .'  Qiiils  sonl  vaillants, 
■ces  Anglais!  Never,  never,  will  France  forget  the  English 
for  this.     It  is  superb." 

■  VII. 

"AVho,  Mademoiselle,  is  Teeperairee  H  My  brother,  'e 
write  that  les  Tommies — c'est  drole  ;■",  Tommee  1 — they  sing 
always  of  Tipperaii-ee.     Qid  est  cette  dame,  Tipperairee?  " 

A  French  child  by  instinct  imagines  Tipperary  to  be 
feminine.  Now,  supplied  with  the  words  and  music  of  this 
classic,  they  can  be  seen  marching  round  with  a  Union  Jack 
to  the  strains  of — 

EetE  a  Ion'  wai  to  Teeperairee, 
Eets  a  Ion'  wai  to  go  ; 
--and  da  capo.     And  they  are  mightily  puzzled  at  our  strange 
-choice  of  war  songs. 

"  It  is  different— but  different ! — from  '  La  Marseillaise,' 
mais  c'est  chic.  Teeperairee,  et  tont-a-fait,  Anglais  .'  " 

But  when  they  heard  that  Tipperary  was  in  Ireland  they 
■were  more  puzzled  still. 

VIII. 

Impossible  to  describe  the  children's  idea  of  the  Kaiser. 
An  evil  spirit,  the  incarnation  of  wickedness :  none  of  these 
suggestions  convey  any  idea  of  the  horror  with  which  he  is 
regarded. 

"  Le  Kaiser,  is  he,  then,  the  Devil  'f  "  inquired  Solange. 
"Mon  Dieu  .'  "  her  eyes  grew  round  ;  "  we  fight  le  dinble  .'  " 

A  little  later  she  had  disappeared.  AVe  hunted  high,  we 
hunted  low,  but  nowhere  could  we  find  her.  It  grew  late,  and 
till  grew  anxious.  She  is  so  wilful  and  headstrong;  anything 
miglit  have  liappened  to  her.  At  last,  in  a  desolate  corner  of 
the  garden,  we  heard  a  low  monotonous  chanting.  Soon  we 
saw  a  lonely  little  figure,  with  bare,  bloodstained  arms,  In-and- 
ishing  a  huge  bunch  of  holly. 

"  Va-t-en!"  she  growled  threateningly,  waving  the  holly 
menacingly,  "I  scourge  myself  for  the  deliverance  of  France," 
and  she  continued  to  chant. 

She  was  taken  up  to  bed,  and  the  poor  little  arms  were 
'bound  up.  1  went  to  see  her  when  she  was  settled  for  the 
night. 

"  Why  did  j-ou  do  such  a  thing  ?  "  I  said  to  her.  "  See  you, 
•it  is  not  for  little  girls  to  scourge  themselves.  That  does  not 
please  le  bon  Dieu." 

"  Ecoiitez,  mademoiselle,"  she  said  confidentially,  leaning 
towards  me ;  "  I  read  the  life  of  the  'errait  in  the  old  days. 
It  is  in  the  little  book  one  gave  me  on  my  Jour  de  fete.  You 
.know  well  that  since  I  have  seven  years  I  can  read  very  well 
— but  eery  well  1  And  the  'ermit,  'e  go  to  the  desert  and  'e 
scourge  'imself  for  the  sins  of  the  world.  And,  first,  I  scourge 
•myself  for  France,  that  she  may  be  delivered.  And  then 
I  think  to  myself,  the  Kaiser,  he  is  mediant.  If  it  happen 
•tliat  to  him  there  arrives  a  bullet,  and  he  die — nevaire,  nevaire, 
'n  see  le  bon  Dieu.  See  you,  mademoiselle  ?  "  and  her  voice 
grevv  pitiful.  "  But  that  is  terrible,  never  to  see  le  bon  Dieu. 
So  I  scourge  myself  again  with  the  tree  of  'oily,  that  after  the 
purgatory  Guillaume  may  go  to  Heaven.  G'est  fini!"  she 
cried  dramatically,  slipping  down  between  the  sheets. 

"  But  le  bon  Dieu,"  I  replied,  "  does  not  ask  little  girls  to  do 
such  things.  See  you,  it  is  nn  pen  e.clravagant.  If  thou 
wishest  to  make  a  little  sacrifice,  choose  another  way,  but  do 
not  scourge  thyself.     Bon  soir,  ma  petite,  dorme~  hien." 

Next  day,  after  dejeuner,  there  lay  at  the  foot  of  the  altar 
a  small  sticky,  crumbling,  jam  tart.  I  met  Solange  on  the 
chapel  stairs.     "  Where  hast  thou  been,  little  one  ?  " 

"  I  have  made  a  sacrifice,"  she  said  gloomily,  her  brown 
-eyes  fixed  on  vacancy.  Poor  Solange  I  And  she  loves  jaip 
-tarts. 

IX. 

It  is  otherwise  with  Muguette.     Not  so  naughty  as  Solange 
-at  times,  nevertheless  she  is   not  so  spiritual,  nor  has  she 
Solange's  capacity  for  either  goodness  or  wickedness. 

"  What  are  you  doing,  Muguette  ."  "  I  said,  as  I  saw  her  very 
busy  over  a  piece  of  paper. 

"  [  draw,"  she  answered  briefly.  It  was  a  wild  array  of 
■what  were  evidently  meant   to   be  devils,  judging  by  their 


tails.     It  would  have  had  no  topical  interest  had  not  one  of 
the  devils  rejoiced  in  an  enormous  moustache. 

•'  C'est  Guillaume  dans  I'enfer,"  explained  the  artist.  "  Les 
autres  sont  jaloux,  il  est  roi — le  Kaiser." 

X. 

They  all  have  an  idol.  It  is  not  Joffre,  nor  Casteluau,  nor 
Pau.  It  is  "  KisHEX.viRE."  I  print  it  in  capitals  to  show  its 
supreme  importance.  It  is  quite  wonderful  how  Lord  Kit- 
chener has  taken  hold  of  their  imaginations.  For  the  nonce 
Napoleon  has  been  ousted  from  his  place  in  their  hearts. 
Kitchener,  in  the  form  of  picture  post  cards,  adorns  their 
desks  and  their  cubicles  in  the  dormitory. 

Even  Solange.  who  for  many  weeks  has  been  faithful  to  the 
small  acolyte'  who  daily  adorns  the  sanctuary,  has  had  her 
fidelity  shaken  to  its  very  foundations.  "I  cannot  marry 
thee,  Antoine,"  she  said,  ruthlessly  ;  "  I  have  another  affaire," 
unconsciously  placing  one  little  hand  dramatically  over  her 
heart.  "  Perhaps  it  may  be  that  I  make  myself  religieuse. 
Peut-Hre.     Je  ne  sais  pus." 

XI. 

"  Nous  vegetons."  It  is  the  sixteenth  day  of  the  so-called 
Battle  of  the  Aisne,  and  they  are  bored.  "  C'est  trop  long," 
with  the  inevitable  shrug.  "  Je  m'ennuie."  News  has  come 
from  an  apparently  reliable  source  that  the  big  battle  at  pre- 
sent shows  no  sign  of  the  denouement. 

Onl}-  a  nation  like  les  A  nglais  can  support  such  a  situation 
happily.  And  they  are  superhuman.  For  do  not  the  people 
whom  they  conquer  learn  to  love  them  I-*  Nothing  has  im- 
pressed them  so  much  as  the  response  of  the  Empire  to  the 
call  of  the  Motherland.  Their  eyes  fill  with  the  quick  tears 
of  sensibility  as  they  read  the  affectionate  messages  of  loyalty 
that  pour  in  from  the  Colonies.  Even  the  Boers  are  eager  to 
fight  for  us.  "  Ah  I  but  you  must  be  kind,  you  English,  that 
even  the  confjuered  love  you." 

And  at  last  they  understand  why  we  love  our  navy— to 
adoration,  as  they  say  so  picturesquely.  At  first  they  were 
only  interested  in  the  war  on  land,  but  now  that  they  see  the 
whole  world  of  water  open  to  our  ships,  our  transports  landed 
where  and  when  we  will,  an  enemy  apparently  loath  to  meet 
us,  and  the  LTnion  Jack  flying  bravely  on  every  ocean,  they 
realize  what  it  means  to  be  mistress  of  the  seas.  And  their 
faith  in  England,  always  great,  gi-ows  and  waxes  greater  as 
the  days  pass  by.  Depression  recedes  into  the  background, 
and  they  are  again  becoming  the  Frsnch  that  I  know,  and 
have  learnt  to  appreciate— a  race  of  exceptional  mentality, 
great  sensibility,  and  indestructible  gaiety  of  heart. 


WHY? 

Dear  and  enlightened  Press,  we  read  and  mark 

And  inwardly  digest  your  diatribes. 
We  issue  forth  to  bite  and  eke  to  bark 
At  the  behest  of  your  insistent  scribes ; 

We  know,  or  shall  do,  ere  your  work  be  done, 
That  German  is  synonymous  with  Hun. 

And  they,  illumined  in  their  turn  as  we, 

By  every  scribbler  talking  through  his  hat, 
Realize  now  that,  o'er  the  narrow  sea. 
There  lurks  a  Monster,  cowardly  and  fat, 
Incisor'd  like  a  walrus,  dripping  gore. 
Whose  rankling  jealousy  evolved  the  war. 

Why  then,  amid  your  objurgations  loud. 

Trickle  these  tales  from  out  the  fighting  line  'f — 
"  Trenches  ten  yards  from  ours  ;  a  sporting  crowd  : 
They  yell  across  inviting  us  to  dine  : 

We  have  a  truce  from  four  to  five  each  day 
So  that  the  food-supply  may  come  to  stay  !  " 

If  it  be  thus,  not  with  the  men  who  talk, 

But  with  the  other  men  who  know  and  do. 
Who  count  Death's  footsteps  as  the}-  hear  him  stalk. 
While,  shivering,  they  watch  the  night-hours  through; 
If  this  their  answer  to  your  hatred's  call. 
In  God's  own  name,  why  must  it  be  at  all? 

A.  C.  B. 


16 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


ASSOCIATION    OF    HEAD    MISTRESSES. 

MEMORANDUM  ON  PROPOSALS   CONTAINED    IN   BOARD 
or  EDUCATION  CIRCULAR  849. 


Annidil  Examination  uf  Grant •enrniini  Schools. 
Paragraph  i. — The  Executive  Committee  of  the  Association  of  Head 
Jlistreeses  welcomes  the  proposal  of  the  Board  of  Education  to 
co-ordinate  the  school  examinations  conducted  by  various  Uni- 
versity examining  bodies. 

The  Committee  notes,  with  much  satisfaction,  that  the  Board 
of  Education  sanctions  variety  in  the  examining  bodies  for 
different  schools.  It  would  deprecate  any  scheme  for  the 
conduct  of  examinations  by  one  Central  Authority.    , 

Provision  of  Tivo  Examinations. 
Paragraph  ii. — (a)  The  Committee  welcomes  the  proposal  for  examina- 
tions of  two  grades. 

(b)  The  nomenclature  and  status  of  classes  and  forms  differ 
very  widely  according  to  the  conditions  and  circumstances  of 
individual  schools. 

The  Committee  would  much  prefer,  therefore,  that  all  refer- 
ence to  "forms"  be  omitted  in  any  regulations  to  be  issued 
hereafter,  as  such  reference  may  be  misleading. 

The  First  Examination. 
Paragraph  iii.  — Tlie  Committee  approves  of  the  main  provisions,  but, 
witli  regard  to  the  statement  that  "the  candidate  will  be  ex- 
pected to  show  a  reasonable  amount  of  attainment  in  each  of 
these  (three)  groups,"  it  would  express  a  strong  opinion  : 

(a)  That,  in  Group  iii,  the  candidate  should  be  allowed  to 
offer  either  Arithmetic  and  Science  or  Mathematics  including 
Arithmetic. 

(b)  That  proficiencj-  in  the  fourth  group  of  subjects  described 
in  (vi)  should  count  towards  a  certificate  as  an  alternative  to 
either  Group  ii  or  Group  iii. 

Paragraph  v.  —  (a)  In  reference  to  the  concluding  sentence,  the 
Committee  would  deprecate  any  raising  of  the  examinations 
standard  for  admission  to  training  colleges  for  elementary 
teachers. 

(b)  The  Committee  recommends  that  the  fourth  group  (de- 
scribed in  paragraph  vi)  be  added  to  thf  three  groups  in  (iii) ; 
and  that  a  candidate  should  be  expected  to  show  a  reasonable 
amount  of  attainment  in  Group  i  and  in  Ino  of  the  remaining 
three  groups. 

N.B. — Many  head  mistresses  are  in  favour  of  requiring  a 
"  school  record  "  of  instruction  and  attainment  to  be  produced  in 
the  group  not  offered  in  the  Examination,  and  the  proposal  is 
supported  by  at  least  one  local  association  of  head  mistresses  and 
by  influential  members  of  the  Committee,  though  not  by  the 
majority. 
Paragraph  vi  — The  Committee  strongly  recommends  that  physical 
exercises  be  added  to  the  subjects  enumerated  in  the  fourth 
group. 

Concluding  Sentence  .-—The  Committee  takes  strong  objection  to 
the  regulation  that  "All  schools  which  claim  to  be  recognized  as 
efficient  secondary  schools  should  be  able  to  present  a  whole  form 
for  the  first  examination.'' 

{a)  The  Committee  desires  that  no  examination  be  made  com- 
pulsory. It  is  fully  sensible  of  the  gain  to  education  due  to  the 
substitution  of  inspection  for  examination  as  a  test  of  general 
efficiency. 

(/')  It  deprecates  any  assumption  that  the  efficiency  of  a  school 
should  be  judged  by  the  power  of  presenting  a  ivhole  form  for  such 
an  examination.  It  is  of  opinion  that  local  conditions  and  the 
economic  circumstances  of  the  pupils  strongly  affect  the  standard 
of  work  reached  by  the  upper  forms,  and  some  schools,  most 
thoroughly  efficient  and  filling  a  necessary  place  in  the  education 
of  a  district,  may  yet  find  it  difficult  to  present  a  whole  form  even 
for  the  first  examination. 

(c)  The  classification  of  the  older  girls  in  a  school  should  not 
depend  only  on  their  ability  to  pass  examinations.  There  is  in 
ahnost  every  school  a  certain  number  of  girls  of  "  reasonable  in- 
dustry and  ordinary  intelligence  "'  whom  it  is  useless  to  expect  to 
reach  the  normal  examination  standard,  but  who  are  yet  valuable 
members  of  the  higher  forms  of  the  school. 

The  Second  Examination. 
Paragraph  vii. —  Concluding  Sentence  : — The  Committee  desires,  owing 
to  the  varying  conditions  in  schools  alluded  to  above,  to  see 
some  qualifying  expression  {e.g.  "as  a  rule ")  prefixed  to  this 
regulation  of  an  interval  of  two  years  between  the  two  examina- 
tions. 


Examination  open  to  all  Candidates  under  Nineteen. 
Paragraph  viii.- — The  Committee  deprecates  the  institution  of  an  age 
limit   for  external  candidates  only.      It  would  recommend  the 
raising  of  the  upper  age  limit  to  twenty  for  all  candidates. 

Teachers  and  the  Examinations. 
Paragraph  ix  (c). — The  Committee  would  prefer  to  see  this  proposal 
made  permissive  only,  the  word  "allowing"  being  substituted 
for  "requiring"  (in  the  first  line). 

Co-ordi)iating  Authority. 

Paragraph  x. — The  Committee  resolved  that  criticism  be  reserved  on 
Paragraph  x,  which  deals  with  the  functions  of  the  Co-ordinating 
Authority. 

Such  an  Authority  is  obviously  indispensable  to  the  scheme, 
but  the  Committee  is  uncertain  how  this  clause  would  work  out 
in  practice,  and  would  therefore  refrain  from  fuller  criticism  for 
the  present. 

Paragraph  xi. — The  Committee  is  of  opinion  that  (1)  it  is  important 
that  teachers  should  be  adequately  represented  on  the  Advisory 
Committee — "  a  "  representative  from  the  Teachers'  Registration 
Council  is  altogether  insufficient  for  the  purpnse  ;  (2)  the  status 
of  the  Ad\'isory  Committee  shoiUd  Vie  carefully  safeguarded  in 
order  that  its  advice  may  be  effective. 

Cerlijieates. 
Paragraph  xii. — The  Committee  desires    to   express  general  agree- 
ment with  the  scheme  for  certificates  outlined  in  Paragraph  xii, 
subject  to  the  following  observations  : — 

(a)  Certificates  should  be  issued  by  the  University  responsible 
for  the  Examination. 

(b)  Some  apprehension  is  felt  lest  the  Board  of  Education 
should  exercise  a  too  rigid  control  (by  requiring  examinations  to 
be  subject  to  special  approval). 

Paragraph  xv. — The  Committee  wishes  to  record  its  satisfaction  that 
the  connexion  of  the  certificate  with  the  school  has  been  fully 
recognized  and  provided  for.  It  believes  that  this  connexion,  if 
maintained  without  undue  rigidity,  will  afford  the  best  security 
against  the  disadvantages  of  the  present  examination  system. 

Other  Examinations  in  Grant-earning  Schools. 
Paragraph  xvii. — ^\1iile  recognizing  the  desirability  of  diminishing 
the  number  of  examinations  and  wishing  to  co-operate  heartily 
in  any  effort  directed  to  this  end,  the  Committee,  as  has  been 
already  said  (paragraph  xii) ,  does  not  wish  to  see  a  rigid  control  by 
the  Board  of  Education  over  the  schools,  or  individual  scholars, 
in  the  choice  of  examinations  for  special  purposes. 

In  conclusion,  the  Executive  Committee  wishes  to  emphasize  its 
opinion  that  the  success  of  the  new  scheme  depends  in  the  main 
on  the  degree  to  which  the  new  examinations  can  be  utilized  for : 
(1)  entrance  to  Universities  ;  (2)  entrance  to  professions  ;  (3)  award 
of  scholarships,  &c. 

It  recognizes  that  the  Board  of  Education  expressly  disclaims 
(in  paragraph  v)  the  intention  of  laying  down  conditions  of  this 
kind,  but  it  is  obvious  that,  if  pressure  is  exerted  on  grant-earning 
schools  to  use  the  two  examinations  only,  such  schools  will  be  at 
a  very  serious  disadvantage,  unless  the  Board  also  exerts  pressure 
to  secure  due  recognition  of  the  certificates  gained. 
Signed,  on  behalf  of  the  Executive  Committee, 
M.  E.  RoBEETSON,  President. 
Florexce  M.  a.  Gadesden, 
December  17,  1914.  Chaii-man  Examinations  Sub- Committee. 


Peof.  Sadler  on  German  Edttcation. — The  healthiest  thing  in 
English  education  is  its  moral  sanity.  The  plague-spot  in  German 
education  during  these  last  unhealthy  years  has  been  its  growing 
acceptance  of  the  doctrine  that  Might  is  Right,  that  "  the  end-all 
and  be-all  "  of  a  State  is  Power,  that  treaties  must  be  treated  as  mere 
"  scraps  of  paper"  if  they  stand  in  the  way  of  a  State's  supposed 
interest  in  an  hour  of  furious  ambition,  and  that  unscrupulous  selfish- 
ness is  the  height  of  diplomatic  skill.  This  is  the  mischievous  propa- 
ganda to  which  worthy  men  have  lent  themselves  in  many  Geiman 
Universities  and  schools.  They  have  imagined  themselves,  men  of 
peace  as  they  are,  more  formidable  and  furious  when  they  parroted 
the  angry  words  of  the  military  party;  but,  in  their  failure  to  with- 
stand this  temptation,  they  have  disclosed  their  intellectual  weakness 
— their  too  ready  subservience  to  fashionable  theorizings.  And,  in  not 
seeing  that  the  only  sure  foundation  for  national  strength  is  honesty 
of  purpose,  they  have  betrayed  once  again  the  old-standing  German 
lack  of  true  insight  into  the  fundamental  truths  of  political  action. 

Peof.  Gilbeet  Mueeay  has  nearly  completed  a  verse  translation  of 
Euripides'  "Alcestis,"  which  will  in  due  course  be  published  by 
Messrs.  George  Allen  &  Unwin,  Ltd.  Prof.  Murray  has  also  re- 
vised his  own  play,  "  Carlyon  Sahib,"  which  will  be  issued  by  the 
same  house. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


17 


CORRESPONDENCE. 


WAR,  THE  BOY,  AND  THE  INCOME  TAX. 

Tu  the  Editor  of  "  The  Educational  Times." 

SiK, — There  is  one  aspect  of  tlie  War,  and  especially  of  the  doubled 
income  tax,  to  which  aH  yet  no  sufficient  attention  has  been  directed. 
AVar  or  peace,  boys  grow  up,  aud  when  the  asre  of  fourteen  draws 
near  a  parent  must  decide,  at  least  proyisioually.  what  the  boy  .shall 
be.  Under  pre.sent  circumstances  the  problem  is  often  complicated 
by  loss  of  income,  and  even  by  the  death  or  disablement  of  the  father. 
In  my  capacity  as  Director  of  the  Future  Career  Association, 
which  is  affiliated  with  all  the  leading  public  schools,  I  have  made 
inquiries,  which  couviuce  me  that  we  are  faced  by  revolution  in  the 
prospects  of  the  middle-class  boy.  Hundreds  of  boys  who  have  looked 
forward  to  a  ITniversity  education  will  have  to  forgo  that  privilege, 
and  the  large  public  schools  will  also  feel  the  strain.  Two  practical 
suggestions  may  be  made.  First,  that  all  peubions  to  officers  or 
their  dependents  be  made  free  of  income  tax.  aud,  secondly,  that 
there  be  scholarships  instituted  on  a  general  scale  for  the  children  of 
officers  killed  or  disabled  in  the  War.  The  cost  would  not  be  heavy, 
and  it  would  meet  part  of  the  difficulty. 

The  widest  publicity  should  be  given  t.)  the  following  simple  facts 
as  regards  certain  of  the  professions.  Lord  Kitchener  has  already 
submitted  to  the  Treasury  his  scheme  for  the  better  remuneration  of 
officers  in  the  Army,  aud  the  course  of  instruction  at  Woolwich  and 
Sandhurst  has  been  reduced  from  one  and  a  half  years  to  six  months 
aud  three  mouths  respectively.  The  fees,  which  stood  at  £150,  have 
been  entirely  suspended  tor  the  present,  with  the  exception  of  .£35  due 
for  books,  uniform,  &c.  Thus  the  profession  of  a  soldier  is  easier  to 
enter  and  more  attractive  financially  that  it  has  ever  been  before. 

In  the  next  few  years  there  will  be  undoubtedly  a  great  shortage  of 
doctors.  For  fifteen  years  the  medical  profession  has  been  insufficiently 
recruited.  Last  year  the  number  of  students  increased,  but  this 
autumn  it  has  dropped  again,  and  there  are  large  numbers  of  openings 
in  the  medical  profession,  like  hospital  appoin"t.ments,  which  will  be 
vacant  owing  to  the  lack  of  suitable  candidates.  I  have  been  asked 
by  the  Secretary  of  the  Conjoint  Board  of  the  Eoyal  Colleges  of 
Physicians  and  Surgeons  to  make  these  facts  as  widely  known  as 
possible  among  the  public  schools.  The  need  for  doctors  is  aggravated 
by  the  fact  that  thousands  of  practitioners  are  fully  employed  over 
the  wounded  under  circumstances  in  which  their  own  death-rate 
must  be  abnormal.  Many  scores  of  medical  students  have  gone  to 
the  Front,  and,  although  their  service  coimts  for  (iuaJification,  they 
wiU  have  to  complete  their  curriculum  before  thev  can  pass  their  ex- 
aminations. On  the  top  of  all  this,  the  steadily  developing  National 
Insurance  scheme  is  furnishing  to  doctors  new  opportunities  of 
earning  a  regular  professional  income.  At  one  London  Hospital 
alone  there  are  20  f  er  cent,  fewer  commencing  students,  while  15  per 
cent,  of  the  students  have  joined  the  Army. 

I  might  mention  that,  if  the  recommendations  of  the  recent  Royal 
Commission  are  carried  out,  the  Civil  Service  will  be  in  many  ways 
a  more  open  profession  for  the  man  of  small  means. 

To  sum  up,  the  community  will  be  seriou.sly  at  a  loss  if  at  this  time 
lif  stress  we  compel  the  middle-class  parent  to  terminate  or  interrupt 
the  education  of  his  sou.  I  submit  that  all  school  and  college  bills 
should  be  exempt  from  income  tax,  and  my  appeal  is  based  on  ten 
years  of  confidential  correspondence  with  the  head  masters  of  all  our 
greatest  public  schools  and  with  the  parents  of  their  boys.— Yours 
faithfully,  G.  Devine. 

The  Future  Career  Association, 

39  Victoria  Street,  Westminster,  S.W. 


ST.  OLAVE'S  GIRLS'  GRAMMAR  SCHOOL. 

Tv  the  Editor  of  ••  The  Etbicational  Times.'''' 

SiE,— May  I  ask  your  valuable  help  in  correcting  the  statement  to 
which  wide  publicity  has  been  given  that  the  Girls'  Grammar  School 
in  New^  Kent  Road,  in  connexion  with  the  St,  Olave's  and  St. 
Saviour's  Grammar  School  Foundation,  has  been  ordered  by  the 
Board  of  Education  to  be  closed 't  The  origin  of  this  damaging  state- 
ment was  an  announcement  in  the  Minutes  of  the  London  County 
Council  that  the  Board  of  Education  were  making  an  order  in  respect 
of  a  small  public  elementary  school  for  girls  in  Maze  Pond,  in  the 
Parish  of  St.  Olave's,  which  is  to  be  closed,  and  the  small  endowment 
made  available  for  exhibitions.  Journalistic  enterprise  has  led  to  the 
flourishing  Grammar  School  in  New  Kent  Road  being  described  and 
Its  work  referred  to,  followed  by  an  expression  of  surprise  and  regret 
that  the  Board  should  order  such  a  school  to  be  closed. — I  am.'sir 
your  obedient  Servant,  Frank  E.  Lemon 

(Clerk  to  the  Foundation). 


CURRENT    EVENTS. 

Thk  GEOGEAnncAL  Association. —The  annual  meeting  of  the 
Geographical  Association  will  oe  held  in  the  Jehangier  Hall  at  the 
University  of  London,  South  Kensington,  on  January  7.  Mr.  BeUoc 
will  deliver  his  presidential  address  at  2.30  p.m. 

In  consequence  of  the  AVar.  the  Westminster  Play  and  Epilogue 
will  not  be  given  this  year. 

The  late  Dr.  Douglas  Lee  Scott's  head  mastership  of  the  Mercers' 
School  is  to  be  conunemorated  by  a  portrait  and  a  fund  for  special 
work  in  connexion  with  the  school.  For  this  purpose  a  committee, 
of  which  Mr.  W.  E.  Paterson  and  Captain  Fenton-Jones  are  joint 
secretaries,  has  been  formed,  representative  of  the  school,  the  old 
boys,  and  the  Honor  Deo  Masonic  Lodge,  of  which  the  late  Dr.  Scott 
was  a  founder. 

Two  women  teachers  employed  by  the  London  County  Council, 
who  are  engaged  to  members  of  his  Majesty's  Forces  about  to  go  abroad 
on  active  service,  have  applied  for  a  relaxation  of  the  Council's  rule 
against  the  marriage  of  women  employees.  The  Education  Com- 
mittee recommends  that  the  request  be  granted  aud  that  the  teachers 
in  question  be  permitted  to  retain  their  po-sitions  after  marriage  while 
the  war  lasts. 


The  Annual  General  Meeting  of  the  Incorporated  Association  of 
Assistant  Masters  will  be  held  at  University  College,  Gower  Street, 
London,  AV.C,  on  the  afternoon  of  Saturday,  January  2,  1915  at 
2.30  p.m. 

The  Aunual  General  Meeting  of  the  Modem  Language  Association 
will  take  place  on  Thursday  and  Friday,  January  7  and  8,  1915,  and 
will  form  part  of  the  Conference  of  Educational  Associations.  The 
Annual  Dinner  will  not  take  place  this  year,  and  the  meeting  will  be 
limited  to  three  sessions. 


The  Third  Annual  C^onference  of  Educational   Aeeociations  will 
open  at  the  University  of  London  on  Monday,  January  4. 


■The  Secretary  of  the  Appointments  Board  of  London  University, 
which  assists  graduates  and  students  of  the  Univei-sity  to  obtain 
appointments,  will  be  pleased  to  see  inquirers,  whether  registered  or 
intending  to  register,  or  desirous  of  obtaining  information  or  advice, 
a,t  the  Central  Offices  (Room  23)  of  the  University,  South  Kensington, 
S.W.,  on  Wednesday  afternoons,  from  2  to  5,  or  Thursdays,  12 
to  1.30,  or  at  other  times  by  arrangement.  The  effect  of  the  War  on 
employment  is  being  carefully  watched,  with  a  view  to  assisting 
graduates  who  may  be  thrown  out  of  employment,  and  ensuring  that 
advantage  shall  be  taken  of  new  openings  and  opportunities  thiit  may 
arise  in  the  future.  Special  efforts  are  being  made  to  open  up  more 
non-scholastic  posts  for  men  and  women  graduates,  and  the  Secretary 
would  be  glad  to  receive  suitable  introductions,  with  a  view  to  sectu'- 
ing  engineering,  chemical,  and  business  appointments  for  men,  and 
chemical,  business,  and  secretarial  appointments  for  women. 

Dr.  Montessoei  has  given  permission  for  the  parts  of  the  Didactic 
Materials  to  be  sold  separately.  The  complete  equipment  costs 
£8.  8s.,  a  price  prohibitive  to  many.  Purchases  may  now  be  made 
from  a  few  shillings  upwards.  The  manufacturers  in  England  are 
Messrs.  Philip  &  Tacey,  Norwich  Street,  E.C. 


The  National  Fire  Brigades  Union,  of  which  the  King  is  patron, 
has  issued  pamphlets  dealing  with  precautions  against  fire  in  pubUc 
schools  and  in  boarding  schools.  Copies  of  these  may  be  obtained 
from  20  Northumberland  Avenue,  W.C.  The  Union  also  offers  to 
inspect  fii'e  drill  in  schools. 

The  Vice-Chaucellor  of  theUnii-ei-sify  of  Cambridge  announces  that 
he  does  not  at  present  propose  to  announce  a  date  f ■  ir  the  discussion 
of  the  Report,  dated  June  1,  19U,  of  the  Council  of  the  Senate  on  the 
suggested  appointment  of  a  Syndicate  on  Military  Training  as 
a  requirement  for  proceeding  to  a  degree. 


The  London  School  of  Dalcroze  Eurhythmies  issues  the  result  of 
the  examination  for  the  certificate  in  Rhythmic  Gymnastics.  The 
certificate  gives  the  right  to  proceed  to  the  Diploma  examination 
after  a  year  spent  in  teaching  and  further  stud)'. 


The  Mathematical  Association  holds  its  Annual  Meeting  on  Jan- 
uary 9,  2.30  p.m. ,  at  the  London  Day  Training  College,  Southampton 
Row. 


18 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


At  St.  aeorge's  School,  Harpei.dun.  on  January  'J,  will  be  held  a 
gathering  of  tcacliers,  consinting  of  a  service  in  chapel  and  a  con- 
ference on  "  Teachers  and  the  Formation  of  National  Ideals."  Those 
who  wish  to  attend  are  asked  to  apply  at  once  to  the  Conference 
Secretary.  

The  subscriptions  of  London  Teachers  to  the  Prince  of  Wales's 
Fund  hare  reached  a  total  of  over  £.5,000. 


On  account  of  the  War  there  will  be  no  Easter  Conference  of  the 
N.U.T.  

The  Incorporated    Association  of  He^d  Masters   will   hold  their 
annual  meeting  at  the  Guildhall  on  January  5  and  6. 


PRIZE    COMPETITION. 

"Prizes  are  offered  each  month  for  the  best  replies  to  the 
subject  set.  Competitors  may,  if  they  wish,  adopt  a  nom  de 
guerre,  but  the  name  and  address  of  winners  will  be  pub- 
lished. Competitions,  written  on  one  side  of  the  paper  only, 
should  be  addressed  to  the  Editor  of  The  Educational  Times, 
6  Claremont  Gardens,  Surbiton,  and  should  reach  him  not 
later  than  the  15th  of  the  month.  As  a  rule  competitions 
should  be  quite  sliort,  from  100  to  .500  words. 

The  first  prize  will  consist  of  half  a  guinea;  the  second 
prize  of  a  year's  free  subscription  to  The  Educational  Times. 
It  is  within  the  discretion  of  the  Editor  to  award  more  than 
one  first  prize,  or  more  than  one  second  prize. 


The   December   Competitiox. 

Either  an  original  poem,  on  any  educational  topic,  or  tiie 
best  original  device  (mechanical  or  otherwise)  employed  in 
teaching  any  subject  of  the  school  curriculum. 

Educational  topics  do  not  seem  to  lend  themselves  to 
poetical  treatment.  The  few  serious  poems  we  have  received 
are  too  serious  for  publication.  Their  unredeemed  dullness  is 
more  than  we  can  ask  our  readers  to  face.  The  tolerable 
contributions  are  those  that  have  a  humorous  flavour.  "  Our 
Only  Boy  "  is  a  theme  that  has  inspired  one  contributor  to 
produce  twenty-two  stanzas.  No  doubt  the  interview  between 
the  head  master  and  the  female  parent  of  a  prospective  boy 
subtended  a  big  enough  angle  in  our  contributor's  personal 
experience  to  warrant  this  epic  treatment.  But  the  reader  will 
probably  be  content  with  the  final  stanza  containing  the  lady's 
last  appeal  : 

Sir,  do  not  strain  him. 

Do  not  pain  him. 
Though  he  should  annoy 

Strive  to  train  him, 

Gently  rein  him  : 
He  is  our  only  boy. 

The  following  makes  a  wider  appeal : — 
THEN    AND    NOW. 
Then  a   brainy  classic  thrall. 
Spread  a  theoretic  pall. 
On  the  efforts  of  our  youth, 
After  scientific  truth: 
E'en  our  isles,  and  capes,  and  bays. 
Strung  in  bead-like  rhythmic  ways, 
Smacked  of  words  that  do  decline 
From  true  gender  into  rhyme  : 
And  our  English  grammar  forms. 
Were  all  swamped  in  classic  storms. 
Till  the  Greek  and  Roman  rule 
Quite  enthralled  the  British  school. 

Now,  another  king  awoke. 

And  Utility  outspoke. 

For,  our  Common  Sense  prevailed 

That  Geography  entailed 


-Many  reasons  why  at  length 
"  Learned  rote  "  was  waste  of  strength. 
Nesfield's  brooms  did  quickly  change 
Classic  sway,  o'er  English  range  : 
All  our  Perrys,  Halls,  and  linights, 
Gave  old  Euclid  several  frights; 
Now  there's  little  else  to  do, 
But  adopt  a  spelling  "  nu." 

The   author  of  the  above  does  not   seem   to  think  he   lias 
given  us  enough,  so  he  adds  a  postscript  in  the  form  of  an 
appeal,  which  we  cordially  endorse,  to  enrol  on 
THE    TEACHERS'    REGISTER. 

Register !  Register 

Register  I  forward ! 

All  that  have  'listed  yet, 

Number  five  thousand. 

Forward  the  "  light  "  brigade, 

'lightening  the  brains,  they  said  : 

To  join  the  'listed  set 

Rush  in  your  thousand. 

None  of  the  devices  for  teaching  that  have  been  sent  in  are 
original.  We  do  not  doubt  that  in  every  case  the  device  sug- 
gested has  been  discovered  anew  b.^i'  the  person  sending  it  in : 
but  in  all  cases  we  are  able  to  find  the  device  in  actual  use. 
One  of  the  best  suggestions,  for  example,  the  use  of  the  map 
of  a  river  to  illustrate  the  history  of  English  literature  has 
been  used  more  than  once  in  textbooks — notably  in  a  little 
sixpenny  or  sevenpenny  book  published  many  years  ago  by- 
Messrs.  Nelson  &  Sons.  The  scheme  sent  in,  however,  has 
obviously  been  worked  out  with  much  labour  and  no  little 
success  by  its  rediscoverer,  who  makes  out  an  excellent  case 
for  its  practical  utility.  Several  competitors  have  sent  in 
ingenious  methods  of  working  particular  problems  in  mathe- 
matics. But  these  belong  rather  to  the  subject-matter  than 
to  the  teaching  of  the  subject.    For  example'; 

To  square  a  number  ending  in  5. 

The  square  of  a  number  ending  in  5  ends  in  25.  Therefore, 
replace  the  given  5  .by  25;  multiply  the  rest  of  the  original 
number  by  the  next  natural  number,  and  prefix  to  the  25. 
Thus 

75=    (7x8)   25  =  6625, 

95=    (9x10)25  =  9026, 
116  =  (11x12)  25  =  13225. 


A  half-guinea  prize  is  awarded  to  the  author  of  "  Then  and 
Now,"  who  will  please  send  his  or  her  name  and  address  to 
the  Editor  for  publication  in  our  next  number.  A  second 
prize  is  awarded  to  "  Melcombe,"  Church  Road,  Thornton, 
Preston,  who  will  also  please  send  his  or  her  name  to  the 
Editor.  The  winner  of  the  November  Competition, "  Kynde 
W^tte,"  has  uow  sent  his  name:  Mr.  AV.  D.  Roberts,  AVaiford 
House,  It)  Cheritou  Gardens,  Folkestone. 


Subject  for  J.vxcary. 

Thr   best  brief  statement  of  the  merits  and  defects  of  anij 
textbook  at  present  in  use  in  schools. 


Tin;  Board  of  Education  announce  that  they  will  make 
grants  to  day  nurseries  during  tbe  financial  year  ending- 
March  31  next  in  respect  of  provision  made  for  the  care  and 
physical  welfare  of  infants  and  young  children  attending  them. 
The  grant  will  be  assessed  on  the  basis  of  the  work  done  by 
the  institutions  during  the  year,  and  may  be  paid  at  the  rate 
of  not  more  than  Id.  for  each  attendance,  provided  that  in  any 
case  the  total  grant  shall  not  exceed  one-half  of  the  approvec 
net  expenditure.  No  attendance  will  be  counted  for  grant 
unless  the  infant  or  young  child  has  attended  the  day  nursery 
for  not  less  than  nine  hours  during  the  day.  In  fixing  the 
rate  of  grant  the  Board  will  take  into  consideration  the  scope, 
character,  and  efficiency  of  the  work  of  the  institution. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


19 


Cambridg^e   University   Press 


RECENT   PUBLICATIONS 


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W'ith  introduction,  notes  and  vocabulary,  by  Adela  iL  Adam, 
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Pcap.  Svo.  With  frontispiece.  Cambridge  Elementary 
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Caesar:    De  Bello  Gallico,  Books  I,  III, 

IV,  V  and  VI.  Edited,  with  introduction,  notes 
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CAREERS    FOR    GIRLS.* 


VIII.— BUSINESS. 
By  Mahhaeet  Corner,  M.A. 

It  would  be  a  difficult  thing  to  compute  how  many  women 
are  engaged  in  business  in  this  country.  In  the  first  article 
of  this  series,  it  is  stated  that  there  were  117,057  women 
clerks  in  England  in  1911,  in  addition  to  31,558  employed 
by  the  Government.  But  even  if  this  figure  includes  private 
secretaries,  it  leaves  out  of  account  all  women  trading 
independently,  and  those  who  render  assistance  to  their  male 
relatives  in  business.  Although  the  last  is  a  class  of  whom 
this  article  cannot  speak  with  precision,  we  know  that  the 
assistance  given  by  wives,  daughters,  and  sisters  is  often 
invaluable,  that  they  may  even  be  the  moving  spirit  of 
a  successful  concern. 

It  must,  therefore,  appear  that  the  entry  of  women  into 
business  has  long  been,  established,  and  that  their  position 
there  is  assured  and  satisfactory.  Unfortunateh*,  this  is 
only  true  to  a  certain  extent,  .\lmost  all  of  us  know  that 
it  is  in  the  subordinate  positions  in  business  that  women  ai-e 
most  frequently  employed,  and  that  it  is  rare  to  find  an 
employer  who  will  credit  women  with  the  qualities  necessary 
to  discharge  the  responsibilities  of  better  ones.  Yet  it 
would  be  difficult  to  deny  that  many  qualities  inherent  iu 
women  are  just  those  required  of  business  people.  Energy, 
patience,  and  devotion  to  duty,  rapidity  of  thought  and 
judgment,  a  clear,  practical  view  of  the  ordinary  concerns 
of  life — these  are  attributes  in  which  many  women  excel, 
and  which  all  business  people  need.  But  it  is  still  rare 
to  find  girls  embracing  this  calling  because  it  is  a  vocation, 
and  because  their  pai-ents  recognize  in  them  the  business 
instinct,  which  is  as  clear  a  talent  in  its  way  as  one  for  ai't 
or  scholarship.  It  is  much  more  usual  that  the  girl  about 
to  leave  school  "  thinks  she  would  not  fancy  teaching," 
so  she  had  better  "be  a  secretary,"  or  "  go  into  an  office." 

*  Previous  articles  h.ive  appeared  in  May,  June,  .July,  August, 
September,  October,  and  November,  1914. 


22 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


When  such  considerations  impel  one  to  the  choice  of  a  career, 
rapid  advancement  does  not  always  result.  Yet  wo  can 
all  call  to  mind  cases  where,  in  spite  of  the  general  pre- 
judice, women  have  excelled  in  business,  and  hold  position?- 
of  high  trust  and  responsibility.  And  it  is  easy  to  discover 
that  their  rise  is  not  an  accident.  They  have  been  keen, 
energetic,  devoted,  ambitious,  and  industrious,  and  their 
interest  in  their  work  is  greater  now  than  ever  it  was — so 
much  we  can  ourselves  perceive.  But  in  addition  to  this, 
we  shall  soon  learn,  if  we  question  them,  that  they  have 
been  thoroughh'  well  educated  and  specially  trained  for 
their  career.  There  are,  of  course,  as  among  self-made  men, 
isolated  cases  where  the  woman  has  acquired  both  her  general 
and  her  technical  knowledge  after  her  entry  into  business 
life.  Nevertheless,  even  among  widows  who  continue  a 
husband's  affairs  single-handed  after  his  death,  it  is  unusual 
to  meet  one  who  did  not  serve  a  long  unotBcial  apprentice- 
ship to  her  husband  while  he  was  alive,  or  has  had  some 
other  experience  of  business.  Otherwise,  disaster  is  almost 
certain.  To  admit  such  exceptions  is  at  once  to  adujit  the 
rule  of  excellent  preparation  being  in  this,  as  in  every 
career,   a  sine  qua  non. 

I  have  already  mentioned  that  one  reason  why  prejudice 
against  women's  advancement  in  business  continues  to  be 
so  strong,  is  the  fact  that  the  task  is  only  too  often  un- 
willingly shouldered  instead  of  being  gladly  attacked.  A 
second  is  the  lack  of  adequate  preparation.  A  stronger 
public  demand  would  probably  have  produced  a  better  sys- 
tem long  ago.  At  present,  with  honourable  exceptions,  the 
girl  "must  do  something  until  she  gets  married."  When 
her  choice  falls  on  clerical  work,  a  superficial  efficiency 
in  shorthand  and  t3'pewriting  and  some  acquaintance  with 
book-keeping  are  easily  and  quickly  acquired.  These  are 
the  first  (sometimes  the  onl}')  qualifications  asked  of  a 
woman  clerk.  So  the  entry  into  wage-earning  is  effected 
and  only  later  is  it  discovered  on  what  poor  foundations  this 
efficiency  has  been  built.  It  may  safely  be  asserted  that 
without  a  complete  understanding  of  her  own  tongue,  .skill, 
accuracy,  and  facility  in  handling  it,  and  a  good  working 
knowledge  of  two  foreign  ones,  besides  the  more  technical 
subjects  mentioned  above,  it  is  often  impossible  for  a  woman 
clerk  to  rise.  Not  less  necessary  are  some  training  in  the 
science  of  economics,  which  underlies  all  business;  an  insight 
into  questions  of  currency,  banking,  and  international  trade; 
some  knowledge  of  economic  history,  and  an  acquaintance 
with  the  workings  of  the  Government  under  which  one  lives. 
And  it  would  be  difficult  even  to  attempt  to  give  these  to  a 
girl  who  had  not  first  received  that  incomparable  endowment 
for  all  business  life,  a  sound  general  education.  The  girl 
who  has  had  it  is  ready  to  understand  and  appreciate  such 
new  subjects  as  those  named.  She  is  able  to  continue  read- 
ing for  herself.  She  can  follow  intelligently  the  questions 
and  controversies  of  the  day,  and  appreciate  their  bearing 
on  her  calling. 

An  education  on  some  such  lines  has  not  always  been 
accessible  to  boys;  for  girls  it  is  in  its  very  beginnings. 
It  has  long  and  often  been  expected  of  girls  in  their  "  teens  " 
that  they  should  earn  through  the  day,  and  acquire  a 
ruilimentary  and  inadequate  theoretical  knowledge  under 
poor  conditions  in  the  late  evening  The  alternative 
was  a  period  of  preparation,  economized  to  a  minimum  of 
time  and  subject-matter,  in  a  private  institution  for  "  com- 
mercial training."  There  has  also  been  a  noticeable  tendency 
of  late  to  provide  some  of  the  technical  training  of  a  clerk 
in  the  upper  forms  of  secondary  schools,  in  localities  where 
the  industrial  conditions  made  it  desirable.  Each  of  these 
sy.stems  has  its  own  disadvantages,  but  one  is  common  to 
them  all,  namely,  the  fact  that  none  offers  education.  Each 
offers  a  little  technical  skill,  either  instead  of,  or  alongside, 
the  general  "schooling."  But  none  offers  training  in.  and 
insight  into,  the  economic  conditions  of  life  which  underlie 
modern  business,  and  all  put  languages,  English  and  foreign, 
into  too  subordinate  a  position.  In  only  one  or  two  in.stances 
have  schools  approached  this  question  of  thorough  business 
education  for  girls  seriously  and  systematicallv. 


A  girl  educated  and  trained  on  right  lines  should  be  able 
to  hold  her  own  in  business,  whatever  branch  be  selected. 
There  is  the  secretaryship  to  individuals,  professional  or 
political,  with  the  special  interest  that  each  particular  work 
brings.  There  are  publishing  houses  and  friendly  and  other 
societies,  in  whose  offices  women  are  often  employed  iii 
good  positions.  In  all  these  cases  a  University  degree  in 
suitable  subjects  is  a  great  asset,  and  will  probably,  in 
time,  be  a  frequent  requirement.  Life  as  a  clerk  or  cor- 
respondent in  a  commercial  house  appeals  strongly  to  some, 
and  indeed  the  insight  gained  here  into  large  commercial 
undertakings,  or  again  into  specialized  trading,  must  attract 
all  who  have  the  business  instinct  or  who  can  feel  any  of  the 
romance  of  commerce.  In  banks,  women  have  so  far  only 
been  admitted  to  positions  as  shorthand-typists,  except  in 
a  few  oases  where  they  have  advanced  by  the'r  own  merits. 
The  Government  employs  thousands  of  women,  as  stated 
above,  in  the  Civil  Service,  but  it  must  be  borne  in  mind  that, 
except  in  a  few  cases,  they  have  hitherto  been  employed 
onh'  in  subordinate  positions  and  in  mechanical  work. 

Lastly,  there  is  the  question  of  independent  business,  one 
which  has  scarcely  been  taken  up  as  much  in  this  country 
as  it  might  have  been,  tliough  it  is  difficult  to  get  statistics. 
Even  in  these  days  of  vast  "  stores,"  there  are  numerous 
commodities,  the  supply  of  which  requires  special  knowledge. 
For  many  of  these,  the  special  department  of  the  large 
"  store "  is  not  always  so  satisfactory  as  the  independent 
source  of  supply.  It  lacks  the  individuality  and  professional 
pride  of  the  specialist  dealer,  who  exists  for  one  purpose 
only.  Businesses  like  this  are  not  on  the  decrease,  and 
many  branches  are  well  worth  w-omen's  attention.  Alorcover, 
as  long  as  the  British  public  retains  its  businesslike  dislike 
for  shopping  b}^  post,  as  well  as  the  decentralization  of  its 
dwelling-places,  there  must  continue  to  be  large  and  numer- 
ous districts  which  the  stores  but  inadequately  reach,  and 
certainly  do  not  sap.  Here  are  excellent  opportunities  in 
various  lines  for  the  woman  as  a  trader,  if  she  has  energy 
and  alertness  and  knows  how  to  gauge  the  tastes,  the  demands 
and  the  purse  of  her  public.  To  one  who  has  gained  ex- 
perience of  business,  and  who  is  prepared  to  make  a  success 
of  it,  this  career — not  invariably  behind  a  counter — can  offer 
many  advantages.  It  is  of  dimensions  which  need  frighten 
no  woman  with  training  and  only  moderate  capital.  While 
it  can  be  exceedingly  lucrative  in  response  to  talent,  initia- 
tive, and  industry,  it  should  not  be  beyond  the  powers  of 
any  woman  of  experience  and  forethought  to  make  it  produce 
a  comfortable  living.  To  this  may  be  added  the  charm, 
especially  to  one  who  has  passed  her  first  youtli,  of  complete 
independence  of  an  employer   and  security  of  tenure. 


BATTLES    OF    BOYHOOD. 


By  F.  Smith. 

The  little  company  of  young  boys  playing  at  the  street 
corner  bad  given  their  games  a  more  military  colour  of  late, 
as  was  fitting  for  all  healthy  p.atriots  and  decent-minded 
Englishmen  ;  liut  certain  grave  difficulties  soon  beset  them. 
For  the  first  few  evenings  all  went  well,  and  the  new  excite- 
ments gave  a  zest  to  life  which  subdued  all  the  usual  causes  of 
dissension  among  them,  so  that  the  group  became  one  in  spirit 
and  desire.  They  enlisted  aiid  drilled  and  marched  with  an 
energ}-  that  would  have  melted  the  heart  of  a  recruiting  officer. 
They  made  a  night  attack  on  the  boys  of  a  neighbouring  street 
whom  they  accused  of  faint-lieartedness  in  the  national  crisis ; 
and  their  success  encouraged  them  to  besiege  old  Burgess's 
garden  up  the  lane,  where  they  scaled  the  defences  and  com- 
mandeered the  apples  with  such  thoroughness  as  to  make 
Burgess  call  in  the  police  to  prevent  a  further  attack. 

But  their  real  need  was  an  enemy  close  at  hand  to  represent 
the  Germans,, strong  enough  to  give  battle,  but  weak  enough  to 
give  way  under  pressure.  At  first  they  were  able  to  persuade 
the  younger  fry  to  assume  this  role,  and  they  revelled  in 
driving  them  nightly  from  their  imagined  Liege,  and  in  re- 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


28 


pulsing  them  with  heavy  losses  from  before  Soissons.  But, 
at  last,  resenting  the  severe  drubbing  they  got  in  each  rout, 
though  afraid  to  confess  the  true  reason,  the  youngsters 
revolted,  and  declared  they  would  be  Germans  no  longer  :  it 
was  too  much  to  expect  of  any  self-respecting  patriot.  So  the 
course  of  the  war  slackened  in  default  of  a  real  enemy,  and, 
though  their  games  retained  a  military  atmosphere,  there  was 
no  real  warfare,  and  dissensions  began  to  appear  among  them. 

There  came  a  night  when  the  need  to  satisfy  their  martial 
longings  was  so  great  that  fierce  personal  quarrels  were  in- 
evitable. As  is  usual  in  such  communities,  the  bad  feeling 
turned  mainly  against  the  leader,  who  in  normal  times  was  a 
veritable  tyrant,  but  whose  rule  was  now  threatening  to 
collapse,  they  did  not  quail  before  him  now,  and  answered 
his  taunts  and  threats  so  spiritedly  that  perforce  he  turned 
to  bragging. 

"  I'll  bet  yer  my  uucle'll  mak'  them  Germans  run,"  he  said 
in  a  proud  tone.  "  'E's  f  best  teighter  1  ever  see'd,  a?i'  I  see'd 
'im  knock  a  chap  deawn  i'  Manchester  once,  when  'e  took 
me  for  a  trip." 

His  hearers  were  much  impressed  by  the  glory  of  so  valiant 
a  relative  ;  but  one  of  tliem,  bolder  than  the  rest,  ventured  to 
tone  down  the  brilliancy  of  this  amazing  uncle. 

"  Ah  I  but  'e  winna  'ave  much  chance  o'  knockin'  Germans 
deawn.  They  donna  get  near  to  'em— my  faither  towd  me  they 
just  shoot  at  one  another  when  they're  a  long  way  off." 

The  leader  turned  on  the  interrupter  with  scorn.  "  Tha 
fiile :  donna  they  mak'  a  rush  at  'em  when  t'  battle's  nearly 
o'er,  and  start  a  proper  feight  'i  Tha  knows  a  fat  lot  abeawt 
feightin',  tha  does,  an'  thy  faither  too  !  " 

•■  'E  knows  as  much  as  thy  uncle,"  answered  the  youngster. 

"  'B  donna.  'Ow  con  'e?  My  uncle's  been  a  sojer  a'  'is  life, 
an'  thy  faither's  nowt  bu'  a  knocker-up.'^ 

"  That's  a'  tha  knows.     'E's  been  a  sojer  too  I  " 

A  further  sensation  followed  this  dazzling  announcement, 
and  the  boys  gathered  closer.  The  leader  hesitated  a  moment, 
for  his  case  was  growing  desperate  again,  but  he  ventured  on 
one  further  plunge. 

"  'E's  only  been  in  t'  Terrers.  'E's  never  been  in  a  proper 
battle,"  he  said  at  last,  in  a  tone  that  was  meant  to  give  tlie 
final  quietus  to  the  new  claimant  tor  military  glory,  but  which 
really  trembled  before  the  prospect  of  new  disclosures. 

The  answer  crushed  him  :  "  'E's  been  a  sojer  all  his  life,  an' 
'e  were  nearly  killt  once.     That's  why  'e's  only  a  knocker-up." 

Prom  that  moment  there  was  no  longer  the  lack  of  an 
enemy.  Many  of  the  former  tyrant's  friends  stuck  to  him, 
but  the  majority  rallied  to  the  new  hero.  There  were  rival 
camps  in  the  street,  and  plans  were  discussed  on  both  sides 
with  unbounded  enthusiasm.  The  real  trouble  now  was  to 
decide  which  were  the  Germans,  for  both  sides  refused  the 
disgrace.  The  newer  party  sent  a  messenger  carrying  a  white 
flag  (one  of  them  happened  to  have  a  handkerchief  more  or 
less  of  that  colour)  to  parley  with  the  enemy  on  the  point,  but 
when  they  heard  his  suggestion  tliat  they  were  to  be  Germans 
they  ignored  tlieflag  and  cuffed  him  soundly. 

So  the  decision  had  to  be  put  to  the  test  of  battle,  and  they 
went  at  it  hotly.  In  tactics  the  bigger  boys  under  the  old 
leader  had  the  advantage,  for  some  of  thera  got  in  behind  the 
junior  force  and  cut  off  a  small  remnant,  but  the  remainder 
went  at  them  tooth  and  nail  and  rescued  their  mates  with  an 
attack  that  drove  the  big  ones  back.  It  looked  as  though 
victory  would  be  with  the  new  group,  when  a  divei'sion  was 
created  by  the  appearance  of  two  excited  mothers,  one  of  them 
carrying  a  short  brush  and  the  other  flourishing  a  massive 
umbrella.  Into  the  melee  they  rushed,  using  their  tongues, 
however,  more  vigorously  than  their  weapons.  The  boys  first 
gave  way,  then  broke,  and  finally  fled,  pursued  by  ominous 
threats  of  the  consequences  that  awailed  thera  once  they  ven- 
tured home,  and  outraged  mothers  gathered  together  to  com- 
ment on  theoriginal  sinof  small  boys, especially  thoseof  other 
families.     At  times  it  was  as  noisy  as  the  battle  had  been. 

That  night  sundry  small  boys  crept  home  m  fear  and 
trembling,  trying  to  slink  in  unobserved,  or  at  least  to  behave 
so  decorously  that  the  parental  wrath  should  not  be  again 
disturbed.  But  in  their  liearts  they  cherished  a  grudge 
against  feminine  interference  in  men's  affairs,  and  are  deter- 
mined that  the  next  fight  shall  not  be  broken  up  by  women, 
who  know  nothing  of  the  glory  of  war  or  of  the  undying 
rivalry  of  opposing  armies. 


DANGERS  OF  THE  KINEMA. 

By  J.  C.  Wright,  F.E.S.L. 


It  would  not  be  incorrect  to  say  that  the  most  popular 
form  of  amusement  to-day  is  the  kinematograpli,  commonly 
called  the  "  kinema.''  This  amusement  is  more  than  a  pass- 
ing craze:  it  has  entered  the  warp  and  woof  of  life  and 
cannot  be  ignored.  Nor  is  it  confined  to  the  working 
classes:  all  ranks  of  society  are  under  its  spell.  The  sense 
of  sight  is  temporarily  satisfied  with  a  series  of  pictures 
that  have  the  semblance  of  real  life  to  the  ordinary  observer. 
"  What  is  needed,''  saj-s  the  Hoiiorar}-  Secretary'  of  the  Edu- 
cational Kinematograph  Association,  "  is  an  estimate  of  the 
present  power  of  moving  pictures,  a  critical  anah-.sis  of  the 
reasons  of  this  tremendous  jiower,  and  a  thoughtful  plan 
for  guiding  the  future  of  this  new  force  so  that  all  is  done 
in  the  best  interests  of  the  highest  citizensliip." 

Here,  then,  we  have  an  admission  that  this  new  force,  or 
power,  requires  guiding.  At  the  present  time  it  is  not 
guided  in  the  direction  tending  to  the  betterment  of  life. 
Before,  however,  we  come  to  consider  its  effects  to-day, 
it  may  be  well  to  observe  the  raison  d'etre  of  moving  pic- 
tures. From  a  scientific  standpoint  they  attract  us  with 
a  marvellous  fascination.  Without  cast  or  scener}',  or  proper 
stage,  the  semblance  to  real  life  is  wonderful.  There  is 
no  hitch,  no  mistake,  such  as  you  may  have  iu  a  real  theatre, 
for  everything  is  done  as  mechanically  as  clockwork.  And 
here  we  may  ask:  How  is  life  represented?  It  is,  in  the 
first  place,  highly  exaggerated.  'The  reality  of  the  stage 
with  living  actors  does  not  exist.  Feeling  is  impracticable, 
and  vocal  expressioai — that  test  of  the  true  actor — is  absent. 
If  words  are  to  be  heard  at  all,  they  are  extraneous  to  the 
pictures,  and  frequently  incongruous  and  unintelligible. 
Humour  is  unknown,  for  how  can  a  meclianioalh-  played 
picture  have  humour?  Indeed,  it  may  be  said,  without  fear 
of  contradiction  that,  from  an  artistic  standpoint,  the  kinema 
is  opposed  to  true  art. 

But  it  is  not  only  the  artistic  side  of  the  kinema  to  which 
objection  may  be  taken.  It  is,  rather,  the  educational  side 
that  we  desire  to  consider.  It  is  reported  that  at  the  dinner 
of  the  Kinematograph  Association  held  some  time  ago, 
Dr.  Jupp  said  that  the  kinematograph  was  "  the  cleanest,  the 
most  harmless,  and  in  a  broad  sense  the  most  educative 
form  of  popular  amusement  the  world  had  ever  known." 
Let  us  leave  these  statements  for  the  moment  to  note  the 
last  statement  that  it  is  "  the  most  educative  form  of  popu- 
lar amusement."  Students  of  child  life  know  that  the  mere 
massing  of  knowledge  without  its  assimilation  is  not  only 
useless  but  distinctly  harmful  to  the  child.  The  process 
of  thought  must  proceed  on  natural  and  not  artificial  lines. 
Moving  pictures  arrest  the  attention,  but  are  not  provoca- 
tive of  thought.  By  one  sense  alone— that  of  sight— the  mind 
is,  for  the  time  being,  employed,  and  the  process  of  thought 
is  so  rapid  that  the  result  is  a  confusion  of  ideas  which 
is  positively^  harmful  and  inimical  to  education.  As  every 
teacher  knows,  education  can  only  be  received  in  a  limited 
quantity  at  one  time,  and  by  associating  an  object  with 
something  that  is  known.  Now  the  mere  gazing  at  an  infi- 
nite number  of  pictures  in  rapid  succession  must  produce 
perplexity.  There  cannot  be  any  true  assimilation  of  the 
food  thus  provided.  The  brain  becomes  unable  to  receive 
influences  of  a  really  educational  nature,  and,  in  fact,  is 
entirely  demoralized  and  unable  to  accomplish  anything  for 
some  considerable  time.  If  the  same  is  repeated  the  con- 
sequences are  serious,  and  the  brain  becomes  permanently 
injured. 

It  has  been  assumed  up  to  the  present  that  these  "  pic- 
tures "  are  suitable  in  every  respect  for  a  child.    But  can  this 


24 


THE  EDUCATIOiNAL  TIMES. 


[Jan.  1,  1915. 


assum])tion  be  entertained y  f'anon  Rawnsley  has  told  us 
that  the  film  censor  is  not  a  free  man.  "  He  is  the  servant 
of  a  huge  commercial  undertaking,  and  how  little  he  can 
effect  is  shown  liy  the  fact  that  last  year  out  of  7,0SS  sub- 
jects, though  he  took  exception  to  166  films,  only  22  subjects 
were  definitely  eliminated.''  The  fact  is  that  the  business  lias 
grown  to  such  gigantic  proportions  in  a  comparatively  .shoit 
period  that  adequate  supervision  has  never  been  given. 
Because  the  films  are  prefaced  by  the  statement  that  they 
are  "  approved "'  by  the  Board  of  Censors,  it  is  assumed 
they  are  perfectly  harmless.  The  contrary  is,  however, 
fri'quently  the  fact.  In  view  of  the  Report  of  the  Tnsi)ec- 
tor  of  Education  at  Liverpool,  of  the  Lancashire  Educulion 
Committee,  and  also  of  the  Education  Committee  of  the 
London  Teachers'  As.sociation.  we  are  forced  to  the  conclusion 
that  the  kinema  is  one  of  the  gravest  dangers  in  tlic  edu- 
cational wojid  at  the  present  time. 

Reverting  to  the  last  named  Committee,  we  may  mention 
a  few  points.  The  report  states  "that  nothing  but  ill.  both 
moral  and  physical,  can  be  the  effect  on  young  children  at- 
tending such  a  place.  .  .  The  kinema  entertainments  ai-e 
generally  continuous  shows,  and  consequently  many  of  our 
children  remain  in  the  building  to  the  end."  The  Members 
of  the  Committee  are  "  strongly  of  the  opinion  that  the  attend- 
ance of  children  at  the  ordinary  picture-palaces  of  to-day  is 
a  real  danger  to  the  health  and  morals  of  the;  youth  of  the 
metropolis,  and  one  which  calls  for  immediate  action."  AVe 
believe  it  to  be  unquestionable  that  the  kinema  has  lowered 
the  moral  sense  of  children,  and  that  lying,  deception,  and 
theft  are  not  regarded  with  abhorrence  as  they  were.  Out- 
wardly, also,  evil  influences  can  be  observed  in  an  increasing 
love  of  noise,  and  desire  for  change.  Interest  in  school  work 
is  lessened,  and,  generally,  there  is  a  thirst  for  pleasure  of  a 
kind  alien  to  the  proper  growth  of  children,  either  physical 
or  moral. 

All  ofHcial  observer  who  a  year  ago  visited  a  considerable 
number  of  picture-houses  at  different  hours  of  the  day,  had 
to  report  that  "most  of  the  films  were  sensational,  and  many 
of  them  horrible.  Murder,  burglary,  abduction,  or  sudden 
death  under  a  varietj'  of  revolting  circumstances,  were  seldom 
absent  from  the  program.  Occasionally  the  effect  was  bright- 
ened by  red  tints  and  real  smoke.  Late  at  night,  queues  of 
children  were  to  be  seen  waiting  at  the  doors.  During  the 
show  the  children  sit  with  straining  eyes,  and  excited  cries  and 
ejaculations  punctuate  the  story  which  quivers  on  the  screen. 
Nervous,  delicate,  and  excitable  children  suffer  positive  harm 
consequently.  Night-screaming,  fear  of  the  dark,  general 
nervous  deterioration,  and  strained  ej'es  are  the  commonest 
physical  defects.  Stealing  teacher's  watch,  forcing  father's 
cashbox,  hunting  Red  Indians  in  the  street  with  real  pistols, 
are  among  the  psychological  effects." 

The  indirect  influence  of  kinemas  is  far  reaching.  We  may 
briefly  refer  to  a  few.  It  is  unquestionable  that  home  life  has 
undergone  a  considerable  change  during  the  past  few  years. 
Children  are  allowed  to  stay  out  late  at  night,  and,  generally, 
to  be  free  to  do  what  they  please.  This  tendency  has  been 
accentuated  liy  the  kinema.  After  being  at  school  twice  a 
day,  children  frecjuent  these  picture-palaces,  where  they  spend 
their  pentiies  as  they  please.  And  here  may  be  mentioned 
a  side  eft'ect  which  may  appear  of  secondary  importance,  and 
yet  it  cannot,  we  think,  be  disregarded.  It  is  now  the  custom 
to  vary  the  entertainment  by  producing  scenes  from  novels 
and  plays.  Some  of  these  may  be  quite  unobjectionable  in 
themselves,  but  if  such  be  the  case  the  scenes  are  frequently 
exaggerated  and  made  more  presentable  to  a  youthful  audience. 
and  consequently  the  impressions  conveyed  to  the  miud  are 
not  true  to  life.  Besides,  one  may  be  inclined  to  ask  :  Can 
what  is  written  for  the  adult  be  suitable  for  a  child-' 

Thesemattersarebeyond  the  cognizance  of  the  British  Board 
of  Film  Censors,  which  is  controlled  by  Mr.  G.  A.  Redford,  and 
it  behoves  all  who  have  the  welfare  of  the  rising  generation 
at  heart  to  bring  pressui'e  on  that  body  to  raise  the  standard 
of  their  examination.  But  this  is  not  sufficient.  Action  should 
be  taken  by  educationists  to  show  how  utterly  fallacious  are 
the  statements  that  the  kinema  can  take  the  place  of  the 
schoolmaster.  Knowledge  is  not  the  main  desideratum  for 
a  child.  Said  a  Roman  teacher:  "The  child's  mind  is  not  a 
vessel  to  be  filled,  but  a  hearth  to  be  kindled." 


THE    FOUNDATIONS    OF   CHRISTIAN 
EDUCATION.* 

Translated   by  S.    E.   Howe. 
[C'ontiuHtd/roni  payc  i)34.) 

Let  us  consider  another  example  of  modem  one-sidedness — 
the  movement  towards  jihysical  culture.  It  is,  vmdoubtedly, 
one  of  the  great  missions  of  education  to  direct  the  physical 
activity  of  adolescence  into  right  channels.  For  physical 
training  has  not  only  hygienic  but  also  moral  value  for  the 
strengthening  of  will,  and  for  the  training  in  precision,  &c. 
The  teacher  of  physical  training  must  always  bear  in  mind 
that  tlie  whole  physical  development  should  be  subject  to  an 
ethical  and  spiritual  aim.  Character  consists  of  the  conver- 
gence of  all  the  tendencies  towards  the  highest,  and  when 
actions  or  deeds  are  alienated  from  this  aim,  dissolution  of 
character  sets  in.  Unfortunately  the  manner  in  which 
physical  culture  is  looked  upon  in  wide  circles  clearly  points 
to  the  fact  that  those  concerned  in  this  propaganda  uphold 
only  a  one-sided  ideal,  and  yet  nothing  is  more  harmful  to 
character  than  that  secondary  values  shall  occupy  the  first 
position.     L'num  est  iieccssarium  is  also  true  in  this  respect. 

Wichern  has  pointed  out  rightly  that  unless  these  move- 
ments for  physical  development  are  ruled  by  the  ideals  of 
the  Gospel,  tlicy  must,  however  imposing  their  importance, 
become  harmful  to  our  youth.  We  are  already  in  danger  of  a 
"  knickcrbocker  and  football  "  education  assuming  alarming 
proportions,  and  the  Christian  ideal  of  manhood  is  lost  in  a 
purely  physical  ideal  of  force.  The  development  of  the  finer 
spiritual  qualities  is  endangered  by  an  unbearable  snobbish- 
ness of  muscle  which  lends  a  new  impetus  to  all  the  natural 
desires  by  fostering  self-assurance  and  conceit.  Some  people 
even  go  so  far  as  to  imagine  that  to  camp  out  in  the  open  is 
the  foundation  of  all  manly  education.  We  must,  however, 
bear  in  mind  that  outward  heroism  and  physical  hardening 
are  no  guarantee  against  moral  cowardice  and  \^eakness  of 
character.  True  manliness  is  developed  by  discipHne,  and 
the  greatest  discipline  emanates  from  a  tender  conscience. 
Therefore  the  most  solid  foundation  of  all  true  culture  of 
manliness  is  a  conscience  guided  by  the  Spirit  of  God. 

It  is  very  desirable  that  youths  should  become  physically 
hardened,  but  it  should  not  be  forgotten  that  character  is  the 
surest  means  of  preserving  the  body  in  health.  When  con- 
science does  not  watch  over  the  body  the  finest  physique  is 
sold  for  a  "  mess  of  pottage."  For  it  is  the  spirit  which  up- 
holds the  body. 

In  spite  of  the  variety  of  sciences  taught,  modern  educa- 
tion lacks  the  science  of  the  ideal,  and  suffers  from  tentative- 
ness  and  want  of  a  definite  plan  in  its  experiments.  As  an 
illustration  of  my  point,  I  should  like  to  instance  the  burning 
question  of  co-education  of  the  sexes.  Does  it  not  bring  out 
much  vagueness  and  one-sidedness  in  conception  of  purpose? 
]\Iany  modern  experimentalists  declare  that  they  have 
achieved  splendid  results  with  co-education.  But  we  should 
like  to  know  what  the  point  of  view  is  from  which  they  con- 
sider the  results  as  splendid  and  by  what  ideal  they  measure 
their  success.  Have  they  become  satisfied  with  so  little  that 
they  do  not  see  what  poverty  of  soul  these  methods  lead  to? 
Is  it  not  possible  that  what  seem  to  them  good  results  may, 
if  viewed  from  a  different  standpoint,  appear  most  undesir- 
able? In  the  Atlantic  Monthly  an  American  lady  has  recently 
described  the  type  of  woman  resulting  from  co-education  in 
the  following  words  :  "  She  is  a  mixture  of  an  unmanly, 
boastful  boy  and  of  a  spoilt  and  moody  mondaine."  I  agree 
with  Jlr.  ileddie's  contention  that  it  is  of  primary  impor- 
tance, for  the  discussion  of  this  problem,  to  settle  the  ques- 
tion of  principle.  .\re  the  psychical  differences  of  sex  to  be 
levelled?  Or  is  it  the  aim  of  education  to  accentuate  these 
divergencies?  But  these  questions  take  us  on  to  another  : 
What  are  the  ideals  of  perfect  manhood  and  womanhood? 
It  is  only  after  having  answered  this  question  that  we  shall 
be  able  to  decide  upon  the  methods  to  be  employed,  and  have 

*  A  lecture  delivered  by  Pmf.  F.  W.  Fijrster.  of  Vienna,  at 
the  Eighteenth  German  Evangelical  Educational  Congress  held  at 
Casael,  1013. 


Jan.  ],  1915.] 


THE  EDUCATIONAL  TIMES. 


25 


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a  firm  basis  from  which  we  can  judge  the  results.  It  may  be 
that  we  shall  then  recognize  that  he  who  always  bears  in 
mind  the  aim  of  aU  education  will  not  need  to  make  experi- 
ments, but  will  instinctively  find  the  right  methods  which 
will  lead  him  to  the  realization  of  his  ideal. 

What  has  Christianity  to  say  concerning  this  question  of 
principle?  Christianity  alone  has  shown  us  a  way  to 
counterbalance  the  peculiarities  of  sex,  without  abolishing 
the  difference.  It  makes  man  more  manly,  and  woman  more 
womanly,  and  yet  it  has  drawn  the  sexes  spiritually  nearer  to 
each  other.  And  bow  has  Christianity  achieved  this?  By 
having  infused  into  the  soul  of  man  an  element  of  womanly 
strength,  not  to  weaken  the  manly  \\  ill  but  to  train  the  mere 
natural  manliness  to  chivalry  by  the  discipline  of  love.  By 
having  infused  into  the  soul  of  woman  an  element  of  virile 
strength,  not  to  make  her  mannish,  but  to  give  her  courage 
to  be  quite  different  from  man. 

With  love  Christianity  has  blended  heroism  which,  iu  olden 
days,  showed  itself  only  on  the  battlefield,  and  thereby  heroic 
love  is  created.  The  Will  which  conquered  the  world  is 
united  with  Love,  thus  begetting  the  world-conquering  love. 

A  more  effective  complementing  of  the  fundnmental  psychic 
elements  of  either  sex  should,  then,  iu  the  case  of  that  sex.  be 
theaim  of  Christian  education.  Tbet'liristian  woman  lias  always 
impressed  man  because  he  ba.^  found  in  her  a  being  diflerent 
from  himself  and  yet  his  ecjual  in  power  and  completeness. 

The  modern  v\'(_iman,  having  freed  herself  from  Christianity, 
is  conscious,  nevertheless,  of  the  fact  that  natural  femininity 
and  uncontrolled  emotional  and  nervous  life  can  only  lead  to 
destruction.  She  rightly  feels  that  her  nature  requires  a 
virile  element  of  strength  and  severity  to  cope  with  the 
demands  of  life.  But  by  error  of  judgment  she  has  tried  to 
secure  this  fortifying  element  by  mere  imitation  of  man's 
methods  of  self-assertion  and  by  entering  his  professions. 
Co-education  was  intended  to  help  towards  this  aim,  by 
accustoming  girls,  at  an  early  age,  to  take  a  bolder  view  of 
life.     In  reality,  ail  that  has  been  achieved  is  the  production. 


so  to  speak,  of  hybrid  beings  who  possess  neither  the  ag- 
gressive and  defensive  qualities  of  man  nor  the  powers 
typical  uf  womanliness.  Woman,  however,  gains  power  and 
a  benefieent  influence  over  civilization  only  if  she  develops  to 
the  utmost  her  own  higher  nature  in  the  light  of  the  Go.spel. 
To  iJrove  herself  true  to  her  own  purest  instincts  she  should 
be  wise  in  her  self-forgetfulness,  heroic  in  love,  logical  iu  her 
pity,  and  should  show  the  courage  of  Iphigenia  when 
tempted  to  adopt  manly  methods.  To-day,  perhaps,  more 
than  ever,  we  need  what  Goethe  calls  "  the  hallowed  restful- 
ness  of  woman  "  to  balance  the  feverish  activity  of  man.  In 
the  place  of  the  egoistic  woman  of  the  world  we  need  the 
Christian  woman — the  type  which  Ruskin  describes  so  weU  in 
his  "  Queens'  Gardens."  It  is  when  womanhood  is  truest  to 
its  best  ideals  that  it  is  most  capable  of  directing  civilization 
away  from  mere  externalism  back  to  inward  culture.  If  we 
consider  this  point  thoroughly  we  shall  realize  that  this  goal 
will  never  be  reached  through  co-education. 

Each  sex  must  first  find  itself  and  become  set  before  it  can 
act  as  an  educative  power  in  the  life  of  the  other  sex. 
Youths  and  young  men  whose  manliness  is  not  matured  and 
balanced  are  hardly  able  to  educate  young  girls.  Through 
such  teachers  the  girls  will  acquire  only  slang  and  roughness 
of  manner,  in  fact,  all  the  symptoms  of  undisciplined  man- 
liness which  accentuate  the  slovenliness  of  their  own  nature. 
The  common  experience  of  co-education  is  that  girls  have  no 
educative  iuflucnce  over  boys;  indeed,  iu  order  to  be  good 
comrades  they  relinquish  much  of  what  is  peculiar  to  their 
nature.  To  bring  out  the  very  best  iu  girls  they  should  be 
trained  by  matm-ed  women,  able  to  confirm  and  deepen  them 
in  true  womanliness.  Even  this  education  must  come  under 
the  influence  of  Christian  truth.  Christ,  by  ascribing  to  love 
the  highest  power,  has  thereby  given  it  the  victory  over  the 
difticulties  of  the  inward  and  outward  world.  He  alone  is 
able  to  secure  for  the  weaker  sex  a  world-permeating  influ- 
ence, and  He  alone  has  procured  for  women  the  positiou  of 
equality  iu  the  life  of  ciiltiu'e. 


26 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


Selma  Lagerlof.  the  poetess  of  the  North,  in  her  recent 
lecture  "  Home  and  State,"  emphasizes  the  fact  that  hitherto 
it  has  been  man  who  founded  the  State  and  woman  the 
Home,  but  that  to-day  the  problems  of  State  have  become  so 
complicated  that  they  call  for  the  co-operation  of  the  powers 
of  love  and  personal  care  to  solve  them.  The  qualities  which 
founded  the  Home  are  now  needed  also  for  the  management 
of  the  State.  The  ethical  gifts  peculiar  to  woman  are  re- 
quired to  complement  the  organizing  powers  of  man.  But 
because  woman  is  obliged  to  take  her  part  in  the  struggle  of 
life  she  must  be  grounded  in  Christ,  so  that  the  same  spirit 
by  means  of  which  she  was  enabled  to  found  the  Home 
should  now  influence  the  larger  sphere,  and  make  her  an 
efiective  and  independent  power. 

II. 

So  far  I  have  been  concerned  \vith  only  one  of  the  two 
cardinal  demands  for  eifeetive  education — namely,  the  neces- 
sity for  a  steadfast,  definite,  and  universal  aim.  But  in  the 
introduction  to  my  lecture  I  also  spoke  of  the  other  funda- 
mental condition — namely,  the  necessity  for  the  educationist 
to  know  his  material  (human  nature)  thoroughly  and  to  view 
it  without  illusions.  Frederick  the  Great  once  said  to  an 
idealist  who  wished  to  act  the  part  of  a  reformer:  "  Sulzer, 

you  don't  know  this  d race!"     To  many  a  proposal  made 

by  modern  educationists  one  feels  tempted  to  say  the  same 
•thing. 

Modern  man  imagines  that  it  is  because  of  his  realism  that 
be  is  alienated  from  the  truth  of  Christianity,  but  as  a 
matter  of  fact,  it  is  the  lack  of  reality — ignorance  of  human 
natui-e  and  of  self-knowledge — which  has  led  to  this  estrange- 
ment. This  alienation  of  man  from  himself,  this  ignorance 
of  realities  concerning  his  true  self,  has  given  rise  to  so  many 
theories  which  would  be  confuted  by  real  insight  into  his 
own  heart.  It  is  Ellen  Key  who  has  coined  the  phrase  : 
"  The  Century  of  the  Child."  We  may  accept  this  definition, 
but  to  us  it  means  that  never  has  there  been  a  century  in 
which  so  many  grown-up  children  have  arisen  to  replace 
well  proved  truths  by  their  own  childishness.  When  once 
man  has  lost  God,  and  no  longer  has  that  light  to  show  him 
the  abysmal  depths  of  his  own  soul,  to  unveil  without  pity 
its  state  of  neglect,  and  yet  at  the  same  time  to  point  out  a 
way  of  escape,  then  it  is  only  natural  for  him  to  make 
divinities  out  for  himself  and  his  nearest  and  dearest.  He 
no  longer  sees  what  a  nest  of  adders  the  human  heart  is, 
and  how  much  it  is  in  need  of  pity,  grace,  and  discipline  for 
the  higher  life  to  have  its  full  sway. 

I  should  like  to  justify  this  criticism  by  two  examples  : 
take,  first  of  all,  the  modern  cult  of  personality,  the  teaching 
that  to  produce  personality  an  untrammelled  development  of 
the  "  ego  "  is  required.  Such  an  education  would  produce 
.nwkward  louts,  but  not  personalities.  Personality  implies 
ivctivity  and  man  becomes  truly  active  only  when  he  lays  the 
axe  to  the  root  of  passivity,  at  the  point  where  he  is  tempted 
to  give  way  to  the  natural  tendencies  of  his  o\\ti  nature. 
The  more  we  give  in  to  otu'selves  the  more  our  body  and  the 
<>xternal  world  lord  it  over  us.  True  education  towards 
liberty  consists  in  procuring  for  man  an  independent  stand- 
point from  which  to  view  with  impartiality  his  innate  tem- 
perament, thus  giving  him  power  to  resist  his  moods  and 
passions. 

Another  instance  of  the  ignorance  of  life  mentioned  before 
-shows  itself  to  a  great  extent  in  certain  literature  on  sex  edu- 
cation. The  old  superstition  common  to  all  educational  optim- 
ists that  demons  can  be  exorcised  by  words  is  still  believed  in. 
Undoubtedly  the  movement  of  sex  enlightenment  has  brought 
to  the  fore  many  indisputable  facts  worthy  of  consideration. 
But  its  adherents  have  over-reached  their  aim  by  forgetting 
that  the  whole  problem  is  more  a  question  of  self-control  than 
of  knowledge.  The  Epistles  of  St.  Paul  contain  the  best 
confutation  of  this  superstition  as  to  the  efficacy  of  merely 
intellectual  instruction.  Those  who  refuse  to  take  advice 
from  this  source  should  take  to  heart  the  words  of  Ovid's 
""  Medea  "  :  "  Video  meliora  pi'oboque,  deteriora  sequor." 

Modern  sex-education  endeavours  to  enlighten  from  out- 
side.    ReUgion  enlightens  from  within  and  above  :  it  reminds 


man  of  his  high  origin,  offers  the  soul  mystical  food, 
puts  him  into  living  contact  with  the  source  of  his  strength ; 
in  a  word,  gives  sanctification  instead  of  physiology. 

I  do  not  wish  to  deprecate  the  importance  of  giving  some 
explanation  of  the  natural  processes  of  life;  but  a  twofold 
truth  must  be  borne  in  mind  by  teachers  if  instruction  is  to 
be  tactfully  given  at  the  right  time  and  in  right  measure. 
The  first  truth  is  that  it  is  well  not  to  invite  attention  to, 
but  to  draw  the  thoughts  away,  from  these  facts.  The  second 
is  that  a  healthy,  general  education  is  a  far  better  preven- 
tive than  a  directly  specializing  treatment.  He  who  has 
trained  his  pupils  to  resist  actively  the  promptings  of  the  body 
and  of  the  external  world  will  have  succeeded  in  making  them 
proof  against  the  temptations  of  adolescence. 

The  optimism  of  will  ti-aining  according  to  modern  methods 
also  shows  the  lack  of  accuracy  in  judging  human  nature. 
For  example,  take  the  writings  of  Trine,  Marden,  tayot,  and 
Levy.  Trine  says  :  "  The  Bible  teaches  that  we  have  all 
fallen  in  Adam.  Not  a  word  of  that  is  true.  Heredity  is  a 
broken  reed;  everybody  holds  his  own  life  in  his  hand  and 
can  make  of  it,  for  his  character,  whatever  he  likes."  The 
instability  of  this  optimistic  point  of  view  is  apparent  to 
anyone  who  watches  himself  or  others  after  reading  these 
book^.  To  begin  with,  there  may  be  great  enthusiasm — then 
all  remains  as  it  was.  What  is  the  cause  of  this  impetus? 
These  writers  do  not  touch  at  all  on  psychical  conditions. 
They  ignore  that  fundamental  duality  which  St.  Augustine 
calls  the  sickness  of  the  human  will;  that  mysterious  counter- 
will  in  us,  that  willing  and  yet  not  willing  of  which  St.  Paul 
speaks  from  personal  experience,  and  to  which  Luther  has 
given  such  impressive  testimony.  The  optimists  errone- 
ously presuppose  that  the  right  will  is  there,  and  that  all 
that  is  required  is  instruction  how  to  use  it.  They  deceive 
themselves.  How  very  few  really  want  the  right !  We  are 
deeply  in  bondage  to  another  kind  of  will  from  which  we 
must  first  get  thoroughly  freed  if  our  will  is  to  gain  the 
strength  to  uplift  us. 

It  is  at  this  point  that  Christian  theology  speaks  to  us  of 
"  the  consequences  of  original  sin."  But  modern  man  re- 
gards this  fundamental  doctrine  as  a  ghost  story  having  no 
real  connexion  with  actual  life.  However,  if  he  personally 
were  only  a  little  more  in  touch  with  the  actualities  of  human 
nature,  he  would  realize  that  the  doctrine  of  original  sin  is 
the  foundation  of  all  wholesome  education. 

It  is  of  the  greatest  importance  that  the  teacher  should 
know-  the  seat,  if  I  may  so  speak,  of  original  sin  in  human 
nature.  Modern  antagonists  declare  that  Christianity  calls 
original  sin  what  is  really  only  the  heritage  of  sensual 
desires.  Even  Schleiermacher  has  helped  towards  this  mis- 
apprehension. In  reality,  original  sin  does  not  lie  in  our 
sensuous  nature,  but  in  the  mysterious  tendencj'  of  the  will 
to  fall  away  from  God  and  to  lose  itself  in  the  world  of  sense 
instead  of  imposing  on  the  latter  the  law  of  the  spirit.  I  will 
try  to  illustrate  this  psychological  truth  by  a  simple  example. 
A  man  learning  to  ride  attempts  to  make  his  horse  clear  a 
hurdle,  but  the  horse  remains  standing.  He  remarks  :  "  The 
horse  does  not  want  to  jump."  But  his  riding-master 
answers  him  :  "  The  horse  is  quite  ready  to  jump,  but  you 
do  not  want  him  to."  "But  I  do  I  I  have  even  used  the 
spurs."  "Yes,  so  you  have,  but  unconsciously  you  have 
also  checked  him  by  pulling  the  reins.  You  wanted  to  jump, 
and  at  the  same  time  you  have  not  wanted  to."  Let  this 
trivial  illustration  remind  us  that  we  often  put  down  to  the 
flesh  what,  in  reality,  proceeds  from  the  soul.  Nature, 
created  by  God,  would  willingly  obey  the  spirit  if  the  latter 
decided  to  obey  God ;  it  ceases  to  rebel  once  we  are  fully 
surrendered  to  God. 

Mr.  Linsay,  an  American  Judge  for  juvenile  criminals,  in 
one  of  his  discussions  with  boys,  asked  the  following  question  : 
"  When  does  a  boy  begin  his  downward  career?  "  A  variety 
of  answers  «as  given.  Poverty,  bad  company,  lack  of  whole- 
some pleasure  were  put  forward  as  causes.  One  boy,  ho\\- 
ever,  answered  with  truth  :  "  When  he  turns  away  from  God 
to  obey  Satan."  He  rightly  called  the  primary  cause  by  its 
true  name.  It  is  in  the  attitude  of  the  soul  that  the  cause 
lies,  and  everything  becomes  an  occasion  for  faUing  when  the 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


J' 


V 


FOR     THE     NEW     TERM. 


ELEMENTS  OF  ALGEBRA. 

By  G.  St.  L.  Carson  and  D.  Y..  Smith. 
Part  I.     316  pages.     Price  3s.         Part  II.     Nearly  ready. 

This  book  is  the  first  of  a  series  carefully  planned  to  meet  modern 
requirements.  The  subject  is  developed  from"  the  ionnul.T.  as  a  natural 
outgrowth  of  Arithmetic.  The  introductory  chapter  outlmes  in  a  novel  and 
interestinjr  way  the  purpose  and  mure  important  features  of  Alf?ebra. 
Thereafter  the  subject  is  presented  in  the  usual  sequence,  with  illustiatious 
cjirefuUy  selected  to  maintam  the  pupil's  interest  and  appreciation. 

While  based  on  thoroughly  sound  ped«tJ:ogical  principles,  the  book  is  full 
of  ideas,  valuable  alike  to  both  student  and  teacher.  There  is  an  unusually 
large  and  varied  amount  of  problem  material,  and  great  care  has  been 
exercised  in  selecting  examples  that  will  appeal  to  tlie  student  and  concern 
matters  with  which  he  is  familiar.  At  the  end  of  the  book  there  are  two 
sets  of  airefully  giTided  revision  papers,  as  well  as  miscellaneous  examples, 
logarithniic  tables,  and  a  sshort  account  of  the  history  of  Alerebra. 


PLANE    GEOMETRY. 

By  G.  St.  L.  Carson  and  D.  E.  Smith. 
Part  I.     266  pages.     Price  2s.  6d.         Part  II.     Nearly  ready. 

In  the  introduction  to  this  book  there  is  a  thorough  and  systematic 
treatment  of  the  ideas  implied  in  the  words  position,  shape,  and  size,  thus 
developing  tlie  student's  jjowers  of  spatial  imagination  and  thought.  By 
treating  with  familiar  objects,  the  pupil  is  enabled  to  devote  himself 
entirely  to  the  element  of  reasonmg  which  is  involved  in  each  problem. 
The  meaning  of,  and  the  necessity  for,  a  more  formal  study  of  geometry  is 
then  discussed,  and  linally  the  leading  propositions  of  the  subject,  with 
their  proofs,  are  clearly  stated  in  logical  sequence,  together  with  an  unusu- 
ally large  number  of  varied  and  practical  problems,  tlius  enabling  the 
pupil  to  acquire  the  true  spirit  of  Geometry. 


Books  suitable  for  the  University  Local  Examinations,  1915. 


BUNYAN  :    Pilgrrim's  Prog^ress.     Ed.  by  Montgomery 

(0.rfi>rd :   Senior)  ,.         

ELIOT:  Silas  Marner.     Ed.  byWiTHASi 
[O.ffoi'd  :  Juui'ir) 

lamb':  Tales  from  Shakespeare.     Ed.  by  Lamb 

{('amhi'iJite :   Prelnnhi-irii  i 
MACAULAY:  Eng:land  in  1685.     Ed.  by  Bait. ^ 

( Ca  inb  ridge  -.Senior) 

MILTON:  L'Allegro,  II  Penseroso,  Comus,  and  Lycidas. 

Ed.  by  HuNTiNttTOx  [Oxford:  Jnniur,  Senior) 
MILTON  :  Paradise  Lost,  Part  I,  and  Lycidas.     Ed.  by 

Spka'UE  (Oxford  :  Senior)  

POPE:  Rape  of^  the  Lock.     Ed.  by  Parrott 

{Oxford  :   Senior)  

SCOTT:    Lady  of  the  Lake.     Ed.  by  Gixx 

(Oxfard  :    PreJiminarn) 


SCOTT:    Lay  Of  the  Last  Minstrel.     Ed.  by  Allen 

(  Co)nhri(l(ie  .    Prelnnintin/,  Junior) 
SHAKESPEARE.     Ed.  by  Hudson 

Coriolanus  (Oxford:  Junior —Cambridge :  Senior)    . 

Henry  V   {Oxford:  Junior,  Senior) 

Julius  Caesar  {Oxford:  Jitnior,  Senior) 

Macbeth  {Oxford  :  Junior,  Senior) 

Merchant  of"  Venice  (Cambridae :  Junior,  Senior). 
THACKERAY  :    Henry  Esmond.     Ed.  bv  Moore 

{Dxl'ord  :  Stninr)        

CAESAR  :    Book  11.     Ed.  by  Collar 

{('anibrid'ie     Junior) 
THUCYDIDE3  :    Book  VI.     Ed  by  Siuixn 

( ( 'a mhrtdf/e  ,    Sen ior)  

VERGIL:  Aeneid,  Book  IX.    Ed.  by  Cutler 
{O.rford  ■  Senior— Ca,iibrid'je  :  Junior,  Senior] 


s.  d. 
1    5 


■^. 


Complete  Catalogue  post  free  on  application.     Books  sent  on  approval  to  Teachers. 
QINN    &    COMPANY,    ST.    MARTIN'S     STREET,     LONDON,    W.C. 


.r 


soul  has  lost  its  centre  and  clutches  aimlessly  at  the  tangible 
and  visible.  It  is  this  primeval  tendency  to  fall  away  against 
which  we  have  to  fight  if  we  want  to  attack  the  root  instead 
of  only  the  symptoms  of  degeneration — this  apostasy  of  the 
soul  from  eternal  good  to  momentary  good.  The  power  of 
the  visible  can  only  be  conquered  when  the  higher,  the  invis- 
ible, is  revealed  to  us  as  a  glowing  reality  full  of  the  suffer- 
ing of  life,  and  not  as  an  abstraction.  It  is  God  alone  who, 
by  the  Incarnate  Word,  calls  the  soul  back  to  her  eternal 
source — to  Himself.  "It  is  finished  "  is  incomparably  more 
than  the  mere  "  It  is  thought  "  with  which  ethics  tries  to 
satisfy  us.  {To  be  contintted.) 

THE    COLLEGE    OF     PRECEPTORS. 

MEETING  OF  THE  COUNCIL. 

A  Meeting  of  the  Council  was  held  at  the  College,  Blooms- 
]jury  Square,  W.C,  on  November  25.  Present :  Sir  Philip 
Magnus,  President,  in  the  chair;  Prof.  Adams,  Dr.  Armitage- 
Sraith,  the  Rev.  J.  O.  Bevan,  the  Rev.  J.  B.  Blomtield,  Mr. 
Brown,  Mr.  Butler,  Mr.  F.  Charles,  Mr.  R.  F.  Charles,  Miss 
Dawes,  Prof.  Dixon,  Mrs.  Felkin,  Mr.  Hawe,  the  Rev.  R.  Lee, 
Mr.  Millar  Inglis,  Mr.  Peiidlebury,  Mr.  Rawlinson.  Mr.  Rush- 
brooke,  the  Rev.  C.  J.  Smith,  Mr.  Starbuck,  the  Rev.  Canon 
Swallow,  Mr.  Thornton,  and  Mr.  Wilson. 

The  Secretary  announced  the  death  of  the  Rev.  Dr.  Douglas 
Scott,  one  of  the  Vice-Presidents  of  the  Council.  The  Pre- 
sident reported  that  he  had  sent  a  letter  to  Mrs.  Scott  e.\- 
pi-essing  the  Council's  deep  regret  and  their  sense  of  the 
■distinguished  services  which  Dr.  Scott  had  rendered  to  the 
■College. 

Diplomas  were  granted  to  the  following  candidates,  who 
had  satisfied  the  prescribed  conditions:  —  Licentiateship  — 
Mr.  Edgar  Warring,  Mr.  John  Ellis  Wright ;  Associateship — 
Miss  Edith  Janie  Willcocks. 

The  Secretary  reported  that  the  Practical  Examination 
for  Certificates  of  Ability  to  Teach  had  been  held  on  Octo- 
ber 23  and  27,  and  that  the  total  number  of  entries  for  the 


Christmas   Certificate  and  Lower  Forms  Examinations  was 
3,620. 

The  Council  were  informed  that  the  late  Miss  Julietta 
Priscilla  Mears,  one  of  the  College  Examiners  in  Domestic 
Economy,  had  by  her  will  bequeathed  to  the  College  the  sum 
of  £ib  Great  AVestern  Railway  Rent  Charge  Stock,  the  interest 
on  which  was  to  be  applied  to  providing, a  prize  for  the  best 
pupil  in  Domestic  Economy  at  the  examinations  held  in  .Tune 
and  December  in  each  year.  It  was  resolved  that  the  bequest 
be  accepted,  and  that  the  Council  record  their  grateful  appre- 
ciation of  Miss  Mears's  generosity. 

On  the  recommendation  of  the  Finance  Committee,  a  grant 
of  £20  from  the  College  Benevolent  Fund  was  made  to  a  Life 
Member  of  the  College. 

Prof.  John  Adams  was  appointed  to  deliver  the  next  course 
of  twelve  lectures  on  Psychology. 

Mr.  Brown  and  Mr.  Hawe  were  appointed  the  representa- 
tives of  the  College  on  the  Joint  Scholarships  Board  for  the 
year  ending  February  29,  1916. 

Mr.  Bayley,  Mr.  Holland,  and  Mr.  Somerville  were  re- 
elected Members  of  the  Council. 

The  following  books  had  been  presented  to  the  College 
since  the  last  meeting  of  the  Council : — 

By  the  Authok.— Bevan's  University  L  fe  in  the  Olden  Time. 

Bv  Dr.  Akmitage-Smith.— Kirkaldys  British  Shipping. 

By  A.  &  C.  Black.— Black's  Travel  Pictures  (Knrope). 

By  JIacmili-an  &  Co.  — Gandy's  The  Wanderings  of  Rama:  Xeslield'.s 
Matriculation  English  Course  ;  Siepmann's  Histoire  d  un  Conscrit  de  1813,  and 
Word-  and  Phi-dse-Book  ;  Rowe  and  Webb's  Guide  to  the  Study  of  English. 

By  Metuue.v  A;  Co.— Lowson's  Preparations  and  Exercises  in  Inorganic 
Chemistry :  Sayer  and  Williamson's  Junior  Scripture  Examination  Papers 
(New  Testament). 

By  J.  Murray.— Lodge's  Modern  Europe,  1815-1878;  Wyld's  Short  History 
of  English. 

By  the  Oxforh  Umversitv  Press. — The  Oxford  I'lain  Text  Shakespeare 
(Henry  IV,  PartsI  and  II,  Henry  V,  Henry  VIII,  King  John.  Much  Ado  About 
Notliiiig)  ;  Patriotic  Poems :  Why  We  are  at  War  ;  Wyld's  Elementary  Lessons 
in  English  Grammar. 

By  the  University  TtjroRiAL  Press. — I^ndon  University  Guide  and  Uni- 
versity Correspondence  College  Calendar.  1915  ;  Birchenon^h's  History  of  Ele- 
mentary Education;  Haler  and  Stuart's  First  Course  m  Mathematics  for 
'Technical  Students. 

Calendar  of  .Armstrong  College,  Newcastle-on-Tyne, 

Calendar  of  King's  College,  London. 

Calendar  of  University  College,  Nottingham. 

Calendar  of  Victoria  University  of  Manchester. 


28 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


REVIEWS. 

The  Lighter  Side  of  Sclioal  Life.     Bj-  Ian  Haj-. 
(OS.  net.     T.  N.  Foulis.) 

Mr.  Hay  cannot  fail  to  capture  tbe  hearts  of  the  readers  of 
this  journal  by  his  dedication  "To  the  members  of  the  most 
responsible,  the  least  advertised,  the  W(irst  paid,  and  most 
richl}'  rewarded  profession  in  the  world."  The  kindly  smile 
I'aised  by  this  appeal  is  of  that  sort  that  does  not  come  off 
when  the  reader  turns  to  the  pages  that  follow.  The  Head 
Master,  the  House  Master,  and  tlie  Form  Master  get  each  a 
chapter  to  himself.  Bo3's  naturallj'  have  a  long  section  all 
their  own.  The  remaining  four  chapters  deal  respectively 
with  The  Pursuit  of  Knowledge,  School  Stories,  My  People, 
and  The  Father  of  the  Man.  Those  who  have  read  the  articles 
as  they  appeared  in  Blackwood  will  welcome  this  handsome 
edition,  the  value  of  which  is  greatly  enhanced  by  the  dozen 
admirable  illustrations  supplied  by  Mr.  Lewis  Baumer.  We 
can  fancy  Mr.  Hay's  delight  when  he  first  saw  the  drawings, 
and  realized  that  he  had  found  a  kindred  spirit:  a  man  who, 
like  himself,  really  knew  his  boy.  It  is  a  fine  art  in  itself  to 
draw  types  that  have  the  precise  amount  of  exaggeration 
necessary  for  effect,  without  tipping  the  balance  towards  the 
descent  that  leads  to  caricature.  That  Mr.  Baumer  has  mas- 
tered this  art  is  proved  a  dozen  times  over  in  these  pages, 
though  the  crowning  proof  is  perhaps  to  be  found  in  "  The 
Schoolgirl's  Dream."  Pen  sketches  of  types  are,  perhaps,  even 
more  difficult ;  but  Mr.  Hay  rises  superior  to  all  obstacles,  ex- 
cept, perhaps,  in  the  chapter  on  Boys.  Here  it  is  just  possible 
for  the  reader  to  feel  that  typiflcatiou  has  been  carried  a  little 
too  far.  The  attention  becomes  focused  on  the  type  as  type, 
and  this  somewhat  disturbs  the  eSect  of  truth  and  naturalness 
that  is  so  charming  throughout  the  book. 

Every  lover  of  the  public  schools  should  read  this  book  for 
the  sheer  joy  of  it,  and  everj-  opponent  of  these  schools  should 
feel  that  common  fairness  demands  that  he  should  take  the 
opportrinity  of  seeing  them  in  these  pages  at  their  best.  Not 
that  Mr.  Hay  is  a  partisan.  His  vision  is  too  sure  to  permit 
faults  to  escape  him,  and  his  sense  of  fair  play  is  too  keen  to 
allow  him  to  pass  them  by.  They  all  appear  in  his  pages. 
He  laughs  at,  as  he  laughs  with,  his  fellow-masters,  for  no 
anonymity,  however  strict,  can  hide  the  fact  that  Mr.  Hay  is 
a  schoolmaster.  He  cannot  be  said  to  have  e.scaped  from  all 
the  prejudices  of  his  craft ;  the  wonder  is  that  he  has  escaped 
so  many.  He  satirizes  "  these  silent  strong  men,"  but  he 
himself  falls  into  that  exaggerated  view  of  the  modesty  of 
boys  that  reaches  its  high-water  mark  in  Kipling's  caricature 
of  the  blatant,  flag-wagging  school  orator  on  patriotism.  But 
we  would  not  have  Mr.  Hay  other  than  he  is  —  cheerful, 
brilliant,  sincere.  We  welcome  his  book  and  are  proud  to 
belong  to  the  same  profession  with  him.  We  are  convinced 
that,  when  he  reads  this  book,  Mr.  H.  U.  Wells  himself  will 
scarce  forbear  to  cheer.        

Bishop  Gilbert  Burnet  as  Educationist.     By  John  Clarke. 
(4s.  net.     Aberdeen  :   Wyllie.) 

This  may  be  regarded  as  the  pious  tribute  of  one  Aberdeen 
University  man  to  another.  Just  as  not  every  Englishman 
realizes  that  Bishop  Burnet  was  a  Scotsman,  so  not  every 
teacher  is  aware  that  Burnet  wrote  an  educational  treatise. 
It  is  called  "  Thoughts  on  Education,"  and  resembles  in  sub- 
stance as  in  title  Locke's  "  Some  Thoughts  concerning  Edu- 
cation." Burnet  was  first  in  the  field,  but  his  contribution  is 
a  slight  affair,  written  when  he  was  under  twenty-five  years 
of  age,  and  covering  in  all  only  seventy-three  well  leaded 
pages  of  the  present  work.  Mr.  Clarke  adds  a  forty-eight 
page  "  Life  of  the  Author,"  in  which  he  specializes  on  the 
educational  aspects,  and  rightly  leaves  the  reader  to  gather 
any  further  information  he  desires  from  Clarke  and  Foxcroft. 
Twenty-nine  pages  are  next  devoted  to  Burnet's  "  Educational 
Activities."  A  four-page  note  on  "  Burnet's  Correspondent  " 
accepts  as  highly  probable  the  conjecture  that  the  nobleman 
to  whom  the  "  Thoughts  "  are  addressed  is  the  Earl  of  Kin- 
cardine. All  this  is  excellent,  l)iit  we  have  grave  doubts 
about  the  educational  justification  for  the  remaining  seventy- 
two  pages  in  smaller  type.  These  consist  of  an  analysis  of 
the  "  Thoughts  "  and  a  set  of  notes  on  the  text.  It  does  not 
seem  as  if  the  straightforward  text  could  bear  the  strain  of 


this  double  weight  of  comment.  Occasionally  Mr.  Clarke 
gives  us  a  note  in  which  he  is  able  to  show  us  his  quality  as  a 
critic  of  educational  matters,  but  in  most  cases  the  reader 
cannot  but  feel  that  the  author  might  well  take  a  little  more 
for  granted.  It  is  true  that  everything  depends  upon  the 
kind  of  reader  Mr.  Clarke  has  in  view.  If  the  volume  is 
written  as  a  classbook  for  junior  students,  no  great  objection 
need  be  raised,  though  even  then  it  has  to  be  pointed  out  that 
the  notes  apply  more  to  matters  of  English  than  of  education. 
There  does  not  seem  to  be  much  value  in  notes  like  the  follow- 
ing : — "  Terms  of  scolding,  scolding  terms,  abusive  language; 
singularly  rare,  quite  exceptional ;  'Irritated,  stirred  up  ;  'oeaf 
down,  metaphorical — subdue,  overthrow  ;  with  o-pen  mouth, 
a  proverbial  expression."  Fortunately  the  reader  is  not  com- 
pelled to  use  the  notes,  and  need  not.  because  of  them,  be  the 
less  grateful  to  the  author  for  the  excellent  matter  to  be  found 
in  the  text  and  the  various  chapters. 


"Home  University  Library." — William  Morris:  His  Work 
and,  htflueiice.  By  A.  Clutton-Brock.  (Is.  Williams 
&  Norgate.) 

This  study  of  William  Morris  will  rank  with  the  best 
volumes  in  the  Home  Universit}-  Library.  Like  them,  it  has 
the  scholarlj'  Tightness  of  a  monograph  without  its  pedantry. 
Mr.  Clutton-Brock  also  has  a  gift  of  telling  phrase,  which 
illuminates  the  whole  book.  WVien,  for  instance,  he  says 
that  young  Morris  had  a  "  scent  for  his  own  future,  "  we  are 
reminded  of  Maeterlinck's  saying  that  events  heavy  with  sig- 
nificance for  our  future  come  "  du  fond  de  notre  vie." 

As  Mr.  Clutton-Brock  points  out,  the  mark  of  Victorian 
England  was  an  "  immense  complacency."  For  good  and  evil, 
the  Puritan  tradition  dominated  life.  Sheer  beauty  was  a 
thing  suspect.  It  was  dangerous  ;  moreover,  it  did  not  count. 
Philanthropy  did,  so  did  politics,  so  did  literature  and  the 
"  Messiah,"  and  a  feeling  for  landscape  and  money-making  ; 
but  a  sure  and  uneasy  instinct  warned  the  Mid-Victorian  that 
delight  in  beauty  of  form  is  a  pagan  thing.  The  economic 
system  had  all  the  sanction  of  dogma,  and  it  was  believed  that 
increasing  the  wealth  of  individuals  meant  progress  and 
wealth  for  the  nation.  Art  was  a  "pleasant  ornament  of  life  " 
— at  best  it  was  vaguely  credited  with  an  "  elevating  "  in- 
fluence. Thus,  Taine  noticed  that,  while  the  cultivated 
Englishman  never  just  enjoyed  Beauty,  he  might  be  induced 
to  advocate  the  opening  of  pictui'e-galleries  on  Sunday  in  the 
hope  of  reducing  Sunday  drinking.  Any  serious  considera- 
tion of  sesthetic  theory  or  any  high  conception  of  art  as  an 
organic  element  in  human  society  was  left  to  foreigners  :  to 
the  French,  who  advocated  an  immoral  theory,  labelled  "  Art 
for  Art's  sake,"  and  the  Germans,  whose  ideas  from  Lessing  to 
Hegel  were  all  moonshine. 

This  scale  of  values  could  not  endure,  but  the  men  to  rouse 
England  had  to  be  prophets,  and  their  appeal  had  to  be  mainly 
ethical.  Ruskin  came.  He  judged  works  of  art  by  their 
"  moral  and  intellectual  qualities " — and  "  he  turned  away 
from  his  art  to  preach  to  men  like  a  Hebrew  prophet." 
William  Morris  had  a  moral  dislike  for  bad  art.  And  he 
turned  Socialist.  For  the  last  twelve  j'ears  of  his  life  this 
great  artist  spent  his  Sunday  afternoons  like  any  obscure 
orator  of  the  streets. 

They  were  both  men  of  the  North.  They  shrank  from  the 
"arrogant  and  determined  perfection  of  Renaissance  Art." 
"  Do  you  suppose,"  said  William  Morris,  "  that  I  should  see 
anything  in  Rome  that  I  can't  see  in  Whitechapel  !•' "  He 
"  recognized  "  the  Church  of  Minster  in  Thanet,  and  his  first 
sight  of  Rouen,  in  185-t,  was  the  greatest  pleasure  he  had  ever 
known.  It  was  Northern  poetry  he  loved  ;  it  was  the  Medieval 
Guild  that  gave  him  his  conception  of  the  ideal  workman. 

Mr.  Clutton-Brock  gives  a  vivid  picture  of  William 
Morris's  astounding  activities.  He  was  himself  a  working 
printer,  he  designed  wall-papers  and  furniture,  stained-glass 
windows  and  tapestries ;  he  rediscovered  the  old  vegetable 
dyes.  There  was  not  an  art  or  a  craft,  fading  away  before 
the  advance  of  machinery,  which  he  did  not  infuse  with 
new  life  and  significance.  This  was  the  true  originality  of 
this  remarkable  man.  Mr.  Clutton-Brock's  claim  for  him 
and  Ruskin  that  thej-  first  viewed  art  as  the  expression  of 
society  is  too  sweeping.  Goethe  and  Schiller  did  this,  and 
toiled  in  Weimar  at  "The  ^Esthetic  Education  of  Mankind." 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


29 


a  ooooocox:)MOJoo}00)oojjoxoxo:o»o)oc:^^ 


BLACK'S  TRAVEL  PICTURES 

Selected   and    Edited   by   ROBERT   J.    PINCH,    P.R.G.S. 

IX    SPECIAL    DETACHABLE    FILE    PORTFOLIOS. 

Price    lOd.    per   set. 


Each   Set   Contains   48   Carefully   Selected   Pictures 

;     24   in   Colour,   from    Water- 

colours   Painted   on    the   Spot,     and    24    in   Black 

and 

White  from    Photographs. 

XOW     KEADV. 

READY     SHORTLY. 

1. 

EUROPE. 

6. 

BRITISH     EMPIRE. 

2. 

ASIA. 

/ . 

NORTH     AMERICA. 

3. 

MEDITERRANEAN     REGION. 

S. 

AFRICA. 

-1. 

BRITISH     ISLES. 

9. 

SOUTH     AMERICA. 

5. 

COUNTRIES     OF    THE     WAR. 

1(1. 

AUSTRALASIA. 

Special    Features. 


(1) 


Pictures  in  Colour,  as  -well  as  in  Black-and-Whit©.  It  is  nnly  from  e;ood  cnlour  pictures  that  we  get  a  true  impression  of  the 
■'  atmosphere  "  of  far-otl  lands,  of  tlieir  stranjfe  and  characteristic  colouring.  Photographic  illustrations  give  accurac.v  of  detail,  but  they 
convey  no  impression  of  life  and  colour.  Collections  for  geographical  purposes  should  include  both  types  of  illnstrations.  They 
supplement  each  other. 

Explanatory  Notes  draw  attention  to  the  chief  features  of  the  pictures,  and  locate  and  explain  the  scenes. 

Questions  and  Exercises  on  the  pictiu-es  are  provided.  These  are  merely  suggestive.  Teachers  will  find  in  the  pictures  much  more 
upon  wliich  they  can  buse  exercises  of  their  own. 

A  Specially  Dra^wn  Map,  on  mliich  each  scene  is  definitely  and  clearly  located  by  a  simple  device. 

Pictures  are  filed  in  a  SPECIAL  FILE,  so  that  each  can  be  detached  for  examination  :  and  are  indexed  so  that  each  can  instantly 
be  restored  to  its  place. 


()  Published  by   A. 


&  C.    BLACK,   LIMITED,   4  SOHO   SQUARE,    LONDON,  W.         ^ 


Taine  was  writing  his  "  Hi-story  of  English  Literature"  and 
"  Philosophie  de  I'Art  "  afc  the  very  time  that  I\Iorri.<3  was 
working  in  England.  The  truth  is  that  Ru.skin  and  Morris 
were  the  first  Englishmen  to  preach  that  a  civilization  without 
art  is  lopsided.  They  were  the  first  Europeans  to  realize  the 
importance  o£  the  craftsman.  Morris  "judged  the  art  of  an 
age  rather  by  its  cottages  and  cups  and  saucers  than  by  its 
great  pictures."  It  was  architecture,  statues,  pictures,  litera- 
ture, and  the  theatre  that  appealed  most  to  Goethe  and  Schiller, 
and  it  was  mainly  by  means  of  them  that  Taine  reconsti'ucted 
a  civilization. 

It  is  diflScult  to  agree  with  Mr.  Glutton-Brock's  estimate  of 
William  Morris  as  a  poet.  His  remarks  about  the  technical 
merits  of  the  poems  are  penetrating,  but  he,  like  most  people, 
dubs  them  Romantic  and  claims  for  them  the  "  music  of  folk- 
song enriched,  but  not  robbed,  of  its  freshness."  A  Romantic 
poet,  lie  says,  is  one  who  draws  his  inspiration  from  the  past, 
because  the  past  is  a  refuge  from  the  nnpleasing  present. 
That  may  be  so,  but  the  true  Romantics  invest  the  past  with 
glamour  and  view  it  subjectively.  Morris  is  an  epic  and  the 
most  objective  of  poets.  Lyric  poetry,  the  intimate  expression 
of  emotion,  uses  simple  metres,  quite  close  to  tlie  homeliness 
of  folk-song. 

The  King  sits  in  Dunfermline  toun, 

Drinkins  the  blude-red  wine. 


That  is  Folk, 
as  simply : 


And  Keats  begins  a  great  romantic  poem  quite 

0  what  can  ail  thee,  Knight-at-Arms  ? 

That  has  not  the  momentum  of  Morris's  long  line. 

We  are  not  such  Philistines  as  we  were.  Our  social  conscience 
is  more  sensitive.  Our  fathers  were  afraid  plastic  art  was 
■'  wrong  "  ;  we  know  it  is  "  right."  So  Ruskin  and  Morris  did 
their  work  well.  Without  their  influence  .we  should  not  now 
mourn  Reims  so  bitterly  nor  dread  so  deeply  a  like  fate  for 
Rouen  and  Bruges.  Amid  the  shriek  of  shrapnel  and  the 
hatreds  of  war,  William  Morris's  belief  in  the  People  is 
perhaps  his  greatest  gift  to  us.  In  moments  of  despondency 
we  have  feared  that  democracy  meant  the  triumph  of  the 
mediocre   and   the   apotheosis   of   the   demagogue.      William 


Morris  knew  better.  He  believed  society  could  be  made 
"  fair  and  orderly,"  the  expression  of  free  workmen  with 
living  art  as  the  symptom  of  their  happiness.  "  More  and 
more  1  feel  how  right  the  flattest  democracy  is."  was  his 
deepest  conviction.  His  strong  and  valiant  soul  would  have 
been  with  us  in  our  sore  conflict  of  to-day. 


British  Shipjmif) :  itn  Hishni,  Organization,  and  Importance. 

By    A.    W.    Kirkaldy,    M.A.,    B.Litt.,    M.Gom.      (Kegan 

Paul.) 
The  title  of  this  buok  may  suggest  a  somewhat  dry,  tech- 
nical, and  specialized  treatise.  The  work  is,  however,  full 
of  interest  and  highly  instructive  for  all  who  care  to  know 
something  of  one  of  the  greatest  sources  of  the  wealth,  com- 
fort, prosperity,  and  influence  of  Great  Britain.  Prof. 
Kirkaldy  has  the  advantage  of  being  a  trained  economist. 
He  is  Professor  of  Commerce  at  Birmingham,  and  is  pe- 
culiarly qualified  for  his  task  by  wide  study  and  by  a  lifelong 
familiarity  with  shipping  aitd  seafaring  matters.  His  know- 
ledge is  full  and  first  hand,  his  descriptions  are  vivid  and 
sympathetic,  and  the  work  is  written  iii  a  Ijright  and  vigorous 
style.  He  carries  us  over  the  evolution  of  shipping  almost 
from  its  origin  to  its  highest  modern  developments,  touching, 
with  obvious  affection,  on  those  episodes  in  British  history 
which  established  Great  Britain's  position  as  a  predominant 
sea  power,  which  gave  the  impetus  to  her  colonization  and 
determined  her  influence  as  the  greatest  commercial  nation 
of  modern  times 

One-third  of  the  book  is  thus  historical  and  also  descrip- 
tive of  the  various  advances  in  shipbuilding.  It  is  also 
highly  instructive  on  the  numerous  trades  directly  and 
indirectly  connected  with  this  valuable  industry  which  is  so 
vital  to  the  pre-eminence  of  Great  Britain.  The  second 
division  gives  a  lucid  exposition  of  the  growth  of  the  com- 
mercial side  of  shipping  from  small  private  ownership  to  the 
vast  federations  and  organization  of  shipping  companies. 
Their  numerous  and  intricate  relations,  their  methodical 
arrangements,  the  details  of  their  consolidation,  and  the 
principles  which  govern  their  success  as  a  complex  system 


30 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


of  transport  are  clearlj'  explained.  We  have  then  a  full 
description  of  "  Lloyd's  "  from  its  inception  to  its  highly 
organized  system  of  registry  and  information  on  all  matters 
7-elating  to  shipping.  A  chapter  on  Marine  Insurance  gives 
;in  insight  into  the  risks  attendant  on  shipping  and  the 
careful  schemes  by  which  these  are  covered. 

A  business  comprising  so  many  interests  especially  relating 
(o  labour  inevitably  called  for  regulation  by  the  State.  Of 
the  many  forms  of  interference  we  have  a  full  account, 
from  the  early  "Navigation  Acts"  to  the  present  elaborate 
Board  of  Trade  regulations  in  the  interests  of  the  travelling 
and  commercial  public,  and  also  of  those  affecting  the 
various  employees — sailors,  engineers,  &c.  The  i-ecital  of 
these  Acts,  their  aims  and  methods  proves  that  the  nation 
has  travelled  very  far  from  the  laisser  faire  epoch  in  matters 
touching  the  interests  of  the  working  classes.  The  grounds 
.  and  character  of  each  mode  of  interference  are  discussed  with 
clearness  and  judgment. 

The  section  on  Trade  Koutes  treats  of  another  aspect  of 
the  problem  :  geographical  discovery,  the  enterprise  of  navi- 
gators, the  advances  in  the  science  of  navigation  and  in  the 
arts  of  construction  led  to  new  routes  and  fresh  fields  for 
commerce;  hence  a  growing  extension  of  trade,  which  in  turn 
stimulated  to  further  improvements  in  shipping.  Tiie  story 
of  this  expansion  and  the  gradual  organization  of  routes  is  an 
effective  commentary  on  the  forces  which  have  made  for 
Kngland's  supremacy  at  sea.  and  provides  instructive  lessons 
in  commercial  geography.  The  detailed  history  of  the  forma- 
I  ion  of  the  Suez  Canal,  its  results  on  the  diversion  of  trade, 
its  economies  and  political  consequences,  are  well  told,  and 
afford  graphic  details  for  a  valuable  lecture  on  the  eco-  I 
nomies  consequent  upon  improvements  in  communication.  Not 
less  striking,  and  even  more  interesting,  is  the  account  of  the 
formation  of  the  Panama  Canal,  with  the  estimate  of  its 
probable  results  upon  the  commerce  of  the  world.  This  is  one 
<  if  the  most  instructive  analyses  that  has  been  made  of  the  polit- 
ical results  of  this  vast  scientific  and  commercial  undertaking. 
The  writer  has  made  a  very  able  study  of  the  project  and  the 
new  situation  which  it  has  created  by  both  the  trading  and 
political  possibilities  which  it  opens  up.  He  gives  a  reasoned 
estimate  of  the  probable  effects  upon  the  mercantile  relations 
uf  the  world,  the  modifications  in  trade  routes,  in  supplies,  and 
conveniences. 

A  description  of  the  ports  of  the  United  Kingdom,  with 
statistics  of  their  trade  and  tables  of  shipping  routes,  com- 
plete a  volume  which  is  packed  with  information,  and  which 
will  be  a  mine  of  material  for  class  lectures  on  geography, 
trade,  arid  commerce.  It  is  lucid  in  style  and  admirably  con- 
structed. To  a  maritime  and  commercial  people,  dependent 
liy  its  insular  position  upon  foreign  commerce  and  colonial 
possessions,  this  book  renders  excellent  service.  It  is  a  store- 
house of  valuable  materials,  comprehensive  in  grasp,  and 
effectively  arranged. 

OVERSEAS. 
One  of  the  best  of  the  .American  magazines  dealing  with 
education  is  The  English  Journal.  It  is  the  organ  of  the 
teachers  of  English  in  the  schools  of  the  States,  and  it  does 
its  work  admirably.  In  the  November  number  there  is  a  use- 
ful article  by  Clem  Irwin  Orr,  of  Washington,  D.C. ,  entitled 
"  .\  Revolt  and  its  Consequences,"  in  which  he  gives  an 
account  of  the  result  of  a  sudden  resolve  to  be  no  longer  the 
mere  hod  labourer  that  the  marker  of  English  papers  too 
commonly  is.  His  plan  is  that  which  Prof.  Adams  has  so 
frequently  expounded  at  the  College  of  Preceptors  and  else- 
where— the  throwing  of  the  responsibility  upon  the  pupils. 
The  teacher  indicates  that  there  is  an  error.  It  is  the  pupil's 
part  to  find  out  the  error  and  to  correct  it.  Mr.  Orr  con- 
cludes his  article  by  pointing  out  that  he  is  now  saving  him- 
self a  great  deal  of  unnecessary  labour.  With  the  pupils  it  is 
different.  "  The  pupils  are  working.  Do  not  lose  sight  of  that 
big  fact.  They  are  really  w^orking.  I  know  by  results."  In 
the'same  number  is  a  little  article  that  should  be  attractive 
to  our  readers  who  take  any  interest  in  our  competitions,  for 
it  deals  with  "  Devices  for  Review."  It  applies  geometrical 
diagrams  to  illustrate  the  correlation  of  the  various  plots  and 
sub-plots  in  plays  and  novels.     Naturally  "  The  Merchant  of 


Venice"  is  selected  as  being  particularly  suited  to  this  treat- 
ment: but  the  method  is  of  more  general  application,  as  is 
shown  by  the  case  of  "  Ivanhoe."  Shakespeare  is  treated  by 
quadrature  while  Scott  has  to  be  content  with  triangulation. 
So  long  as  teachers  do  not  take  this  sort  of  thing  too  seriously 
it  cannot  but  be  of  value  in  stimulating  and  directing 
attention. 

In  the  November  number  of  Education  (Boston)  we  are 
told  that  "  The  Superintendent  of  Schools  in  one  of  our  large- 
eastern  cities  instructed  the  teachers  at  the  opening  of  the 
schools  in  September  to  avoid  discussions  of  the  European 
War  and  its  horrors  during  school  hours  and  in  the  classroom. 
We  have  reason  to  believe  that  many  other  school  officials  in 
various  parts  of  the  United  States  took  the  same  view  of  the 
proprieties,  and  promulgated  similar  instructions."  This  has 
apparently  led  to  remonstrances.  To  begin  with,  there  is  surely 
a  distinction  between  treating  of  the  war  and  treating  of  its 
horrors.  In  any  case  a  distinguished  professor  of  psychology 
and  pedagogy  has  come  forward  with  a  protest.  He  main- 
tains that  the  best  training  for  pacificism  is  a  demonstration 
of  the  horrors  of  war.  He  asks  with  some  vehemence  about 
the  prohibition  :  "  Was  there  ever  such  an  anti-pedagogic  at- 
tempt to  build  a  watertight  compartment  between  the  school 
and  life?  Or  a  greater  sin  against  the  Holy  Ghost  of  edu- 
cation? "  Whether  they  will  or  no,  the  Americans  are 
involved  in  the  present  troubles,  and  it  is  childish  to  try  to 
hide  from  the  w'ideawake  .American  youngsters  what  is  thrust 
before  their  eyes  by  super-scarelines  every  day  in  the  news- 
papers. 

A  new  official  has  made  her  appearance.  The  Harrisburg 
(Pa.)  School  Board  has  arranged  to  appoint  a  competent  female 
teacher  adviser,  whose  business  is  to  look  after  the  interests 
of  high-school  girls  out  of  school  hours.  She  is  to  have  a 
general  oversight  of  the  girls,  to  hold  conferences  with 
mothers  in  the  homes,  to  find  out  causes  of  failure  in  study ,- 
to  recommend  proper  careers,  and  to  confer  with  employers. 
She  Ss  to  be  a  general  helper  and  adviser  on  all  matters  con- 
cerning the  educational  and  personal  welfare  of  this  type  of 
girl.  If  there  is  to  be  only  one  of  these  foster  mothers,  we 
wonder  how  far  she  will  go  round.  Harrisburg  (Pa.)  is  what 
its  citizens  would  call  "  some  place." 

The  American  Journal  of  Educational  Psi/chology  is  inter- 
ested in  the  complaint  that  graduate  and  professional  educa- 
tion tends  to  delay  the  marriage  of  superior  men,  and  that  this 
occasions  serious  loss  to  the  race.  "  It  has  been  urged  that 
we  ought  not  to  prolong  education  past  the  early  twenties, 
and  that  the  intellectual  men  should  be  encouraged  to  repro- 
duce at  the  rate  of  four  generations  per  century  instead  of 
three  as  at  present."  It  is  doiibted,  however,  whether  this 
increased  rate  of  production  is  desii'able,  and  Mr.  Casper  L. 
Redficld,  of  Chicago,  challenges  contradiction  by  offering  tO' 
"  donate  one  hundred  dollars  to  the  treasury  of  the  American 
Genetic  Association  if  it  can  be  shown  that  any  superior 
individual  has  his  date  of  birth  within  a  hundred  years  after 
the  average  date  of  birth  of  his  sixteen  great-great-grand- 
parents." What  a  stirring  this  should  cause  among  the  leaves 
of  the  genealogical  trees  of  superior  Americans !  Another 
disquieting  announcement  in  the  same  magazine  is  that  an 
examination  is  to  be  held  to  fill  the  position  of  speciahst  in 
industrial  education  in  the  Bureau  of  Education  at  Washing- 
ton. It  is  true  that  certain  chairs  in  the  Faculty  of  Divinity 
in  Scottish  Universities  are  attainable  only  via  the  examin- 
ation hall,  but  this  .\merican  precedent  brings  the  horror  very 
close  home.     We  wonder  what  Dr.  Hayward  thinks  of  it. 

Teachers  are  being  more  and  more  worked  into  the  ordin- 
ary scheme  of  civic  life.  In  Wisconsin  teachers  are  to  be 
employment  agents;  for  it  has  been  decided  that  school 
principals  are  to  be  paid  secretaries  and  managers  of  the 
employment  bureaux  that  are  being  established  in  the  public 
school-houses. 

America  sees  in  the  present  War,  if  we  are  to  believe 
Commissioner  P.  P.  Claxton,  an  opportunity  for  stealing  a 
march  upon  the  other  civilized  nations  in  matters  educational. 
.\s  reported  in  the  School  lierieiv  (Chicago),  he  argues  that 
"  America   should   asunie   the   intellectual   leadership   of  the 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


31 


Just  Published. 

OUR  GLORIOUS  HERITAGE. 

An  Anthology  of  Patriotic  Ver&e.  Compiled  by  C.  S.  Evans, 
Editor  of  The  Storied  Past,  The  Tree  of  Empire,  &c.  With 
an  Introduction  by  the  Very  Rev.  H.  C.  Beeching,  D.D., 
Dean  of  Norwich. 

Crown  8vo.    Cloth.    Price  Is. 

Tliis   book,  tvliich  contains   a  collection  of  some   of  the  finest 
patriotic  poems  in  our  literature,  is  divided  into  fo/rnr  parts : — 

SONGS  OF  THE  MOTHERLAND— poems,  new  and 
old,  expressing  national  feeling  and  love  of  country. 

THE  PAGEANT  OF  BRITISH  HISTORY— poems 

relating  to  or  describing  great  historical  esents,  from  the  earliest 
times  to  the  present. 

SONGS  AND  BALLADS  OF  THE  SEA— including 

some  of  our  finest  sea  songs  and  ballads. 

THE  MOTHER  AND  THE  SONS— poems,  chiefly 
by  modern  writers,  relating  to  the  Colonies  and  the  Empire 
generally. 

lily  A  special  feature  of  the  book  is  the  large  number  of  poems 
by  contemporary  and  living  writers,  including,  among  others, 
R.  L.  Stevenson,  A.  C.  Swinburne,  W.  E.  Henley,  Mr.  Rudyard 
Kipling,  ]\Ir.  Henry  Newbolt,  Sir  A.  C.  Doyle,  Jlr.  Laurence 
Binyon,  Mr.  Edarund  Gosse,  Mr.  Walter  de  la  Mare,  Sir  Owen 
Seaman,  Mr.  Austin  Dobson,  &c.,  &c. 

Write  for  a  Specimen  Copy. 


For  Students  of  French. 

The  best  aid  to  systematic  practice  in  French 
Translation  is 

FRENCH  TRANSLATION 
AND   COMPOSITION. 

By  H.  J.  Chaytok,  M.A.,  and  E.  Rexavlt,  B.A.,  Lecturer  in 
the  University  of  Liverpool. 


Croisn    8vo. 


Price   2s. 


This  book  consists  of  passages  selected  from  great  English 
writers,  each  one  being  accompanied  by  two  or  more  parallel 
passages  from  great  French  writers  dealing  with  the  same 
theme.  By  studying  these  passages  before  attempting  the 
actual  translation,  the  student  is  enabled  to  learn  how  a  com- 
petent writer  deals  with  the  subject,  and  to  appreciate  the 
style  and  idiomatic  effects. 

A  Prospectus  and  list  of  Contents  will  be  sent  post  free 
on  application. 

A  KEY  to  the  above,  containing  French  versions  of 
the  English  passages,  by  E.  Renault,  is  also  published,  price 
5s.  net,  and  can  be  supplied  to  bona  fide  private  students. 


LONDON  :    WILLIAM    HEINEMANN,    21    BEDFORD    STREET,    W.C. 


world."  The  same  magazine  for  November  contains  a  very 
sensible  set  of  suggestions  on  how  to  studj-,  to  be  put  into  the 
hands  of  pupils.  Some  teachers  may  regard  them  as  too 
detailed,  while  other's  will  complain  that  they  are  more 
exhortations  than  directions;  but  in  any  case  they  are  meant 
to  be  put  into  the  hands  of  pupils,  and  have  thus  the  merit 
of  supplying  a  somewhat  glaring  defect  in  our  educational 
literature  for  the  benefit  of  pupils  under  regular  instruction 
in  school  or  college.  The  private  student  is  of  course  better 
catered  for  in  this  particular.  We  fear,  however,  that  the 
DeKalb  (Illinois)  Township  High  School,  that  has  originated 
tliese  directions,  will  not  win  the  approval  of  Miss  Katharine 
liiugsley  Crosby,  for  the  pupil  is  directed  to  "  talk  over  your 
school  work  at  home,"  while  Miss  K.  K.  C.  is  violently 
opposed  to  educational  shop  in  any  form.  We  ourselves  do 
not  quite  like  the  "DeKalb  plan  when  it  proceeds  to  "  super- 
vise the  leisure  time  "  of  the  pupils.  Time  that  is  subject  to 
such  supervision  has  a  strong  tendency  to  cease  to  be  leisure. 
The  Review  further  tells  us  of  an  interesting  development  at 
Austin  where  Bible  instruction  is  in  future  to  obtain  credit 
towards  graduation.  The  religious  difficulty  is  apparently 
solved  by  the  simple  expedient  of  having  the  Bible  instruc- 
tion given  in  the  city  churches.  Our  politicians  might  do 
worse  than  keep  an  eye  on  Austin. 


GENERAL  NOTICES. 


MATHEMATICS. 


Pro- 
75  c. 


Elementary    Theory  of  Equations.     By  L.   E.    Dickson,    Ph.D., 
fessor  of  Mathematics  in  the  University  of  Chicago.     (1  del 
Chapman  &  Hall.) 
A  useful  and  carefully  written  book  that  may  be  read  with  advan- 
tage by  both  practical  and  theoretical  students  who  prefer  the  sub- 
ject  in  a  volume  by  itself.     The  treatment  is  thorough,  certain  of  the 
more  difBcult  sections  being  marked  for  possible  omission  on  a  first 
reading.     Considerable  attention  is  paid  to  the  numerical  solution  of 
equations,  and  Newton's  method,  discussed  from  both  the  graphical 
an  analytical  standpoint,  is  given  a  prominent  place.     Determinants 


and  eliminants   are  dealt  with   in  two    final    chapters.      There    are 
plenty  of  well  selected  examples  and  exercises. 

Constructive  Textbook  of  Practical  Mathimatics.  Vol.  II :  Technica 
Algebra,  Part  I.  Vol.  IV :  Technical  Trigonometry.  By 
H.  W.  Marsh,  Head  of  Department  of  Mathematics,  School 
of  Science  and  Technology,  Pratt  Institute.  (Vol.  II,  Part  I, 
Rs.  6d.  net ;  Vol.  IV,  6s.  (id.  net.     Chapman  &  Hall.) 

The  author  outlines  a  system  of  training  in  practical  mathematics 
which  has,  he  tells  us,  proved  successful  in  his  classes  at  the  Pratt 
Institute.  It  aims,  as  all  training  in  practical  mathematic*  should, 
at  the  acquirement  of  a  thorough  working  knowledge  of  mathematics 
rather  than  a  mere  facility  in  juggUug  with  symbols  and  figures. 
Much  of  the  usual  conventional  work  is  dispenstd  with.  In  algebra 
the  practical  essentials  of  the  subject  are  carried  up  to  the  binomial 
theorem,  a  somewhat  isolated  chapter  on  Resolution  and  Composition 
of  Forces  introducing  the  idea  of  a  trigonometrical  ratio.  Logar- 
ithms and  a  well  illustrated  chapter  on  the  Slide  Rule  occupy 
12S  pages,  or  nearly  one-third  of  the  book.  Plenty  of  exercise  work 
is  provided,  including  a  large  number  of  examples  on  transformation 
of  formulae.  In  the  "Trigonometry"  the  opening  chapter  on 
Logarithms  is  practically  a  reproduction  of  the  one  in  the  other 
book.  Then  follow  a  large  number  of  useful  problems  which  enable 
a  thorough  drilling  to  be  obtained  in  the  use  of  trigonometrical 
ratios  and  in  solution  of  equations.  In  a  chapter  on  Multiple  Angles, 
an  unfortunate  error,  repeated  twice,  gives 

sin  2a  =  '1  sin  a  —  cos  a. 
The   slide   rule  is  also  briefly  described.      The   books   are   suitable 
for  use  in  classes    where    there    is   good  supervision,  but  the  price- 
asked  is  excessive  for  this  country. 

A  First  Namerical  Triyonometry.     By  W.   G.  Borchardt,  M.A. , 
B.Sc,  and  the  Rev.  A.  D.  Perrott,  M.A.     (2s.  6d.     Bell.) 

A  little  book  which  is  capable  of  providing  a  valuable  groundwork 
in  the  subject.  The  aim  of  the  authors  has  been  to  put  into  the 
hands  of  teachers  in  secondary  schools  a  work  suitable  for  use  with 
their  lowest  classes.  In  its  preparation,  those  who  have  used  the 
writers'  "  New  Trigonometry  for  Schools  "  will  see  that  application 
has  been  made  in  the  newer  work  of  a  portion  of  what  already 
existed  in  the  earlier  one.  There  is  satisfaction  in  noting  the  adop- 
tion of  a  principle  so  often  advocated  in  these  columns — namely,  that 
of  tacitly,  at  least,  attending  to  the  nome  of  Unes  in  the  case  of  acute- 
angled  trigonometry  and  not  ignoring  the  property  until  the  intro- 
duction of  angles  greater  than  right  angles  makes  its  consideration  a 
necessity. 


32 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


JI/fl/>7('i  J[utltcMiilhs  Jrork-Bijuk.  Designed  by  Horace  AMlmcr 
Mareh.  (3s.  net.  Chapman  &  Hall.) 
A  student's  notebook  and  his  daily  i-ugister  of  woi'k  accomplii-hed 
are  here  found  in  combination.  Designed  primiuily  for  use  in  con- 
nexion witii  mathematical  studies,  the  daily  recttrd  sheets  may  never- 
theless be  employed  as  general  time  sheets.  The  advantage  of  such 
a  book  as  Mr.  Marsh  has  arranged  will  make  itself  most  appreciated 
where  students  are  working  in  large  classes.  Moreover,  neatness  and 
methodical  work  must  result  if  the  spirit  of  the  compiler's  instruc- 
tions is  assimilated.  On  the  other  hand,  a  rigid  system  may  have  its 
drawbacks  if  carried  to  excess. 

Exercises  in  Malhemativs.  By  David  Beveridge  Mair. 
(4s.  6d.  Macmillan.) 
Teachers  of  mathematics  will  do  well  to  consider  closely  Mr  JIair's 
large  and  carefully  selected  series  of  exercises  dealing  with  the  various 
subjects  entering  into  a  complete  school  course  of  mathematics,  and 
affording  ample  scope  for  selection,  rather  than  exhaustion,  on  the 
part  of  the  individual  teacher  in  catering  for  his  pupils.  The  author, 
in  his  able  preface,  quotes  from  Dr.  Percy  Nunn  the  various  motives 
which  stimulate  mental  actiWty  in  a  mathematical  direction,  and, 
whilst  we  are  in  agreement  that  the  * '  utility  motive  "  must  exercise 
the  greatest  influence  on  the  construction  of  a  truly  effective  school 
course,  we  should  like  to  see  a  larger  sphere  assigned  to  the  develop- 
ment of  the  '*  wonder  motive."  The  volume  is  supplied  with  the 
necessary  complement  of  well  executed  diagrams,  and  answers  which 
have,  we  ai-e  told,  been  carefully  verified,  are  furnished  to  all  the 
questions.  Further,  a  selection  of  typical  examination  papers  due  to 
various  public  examining  Boards  closes  the  text  of  the  work. 

A  School  Course  in  Geometry.  By  W.  J.  Dobbs,  M.A. 
(38.  6d.  Longmans.) 
Not  a  large,  but  a  very  interesting  and  valuable,  volume,  in  which 
the  author  develops  elementary  geometry  on  lines  modern  and  un- 
usual, although  the  writer  is  not  alone  in  having  adopted  some  of  his 
loading  methods.  He  bases  much  of  his  treatment  of  the  theory  with 
which  Euclid  has  made  us  familiar  on  the  principles  underlying  the 
geometry  of  motion  —  on  those,  in  other  words,  of  translation 
and  rotation,  whether  of  one  plane  or  another  or  of  plane  figures 
about  a  fixed  axis.  The  principles  of  symmetry  are  applied 
with  great  advantage.  Mr.  Dobbs  frees  himself  entirely  from  the 
bonds  formerly  created  by  teaching  each  subject  of  pure  matheuiatics 
without  reference  to  its  natural  relations  with  any  other  ;  hence  the 
introduction  into  this  treatise  of  some  of  the  important  groundwork 
of  trigonometry,  analytical  geometry,  and  the  differential  and  in- 
tegral calculus. 

Arithmetic.     By  N.  J.  ChigneU,  B.A.,  Assistant  Master  at  Charter- 
house, and  W.  E.  Paterson,  M.A.,  B.Sc,  Assistant  Master  at 
Mercers'  School.     (Part  I,  23.  6d.  ;  Part  II,  2s.  6d.     Clarendon 
Press.) 
Part  I  deals  with  general  principles,  and  introduces  decimals  at  an 
earlj'  stage ;   Part  II  is  devoted  to  the  application  of  methods,  and  is 
divided  into  three  sections:    {u)  Logarithms,    ih)  Mensuration,  and 
{c)  Commercial  Arithmetic.     Great  stress  is  laid  upon  ratio  methods, 
the  authors  being  of  the  opinion  that  the  use  of  the  operator  ratio  is 
the  very  foundation  of  sound  mathematics.     A  bad  misprint  occurs  at 
the  top  of  page    345,   and   we  notice  that   d.  nsity  is  spoken  of  as 
"weight"  per  unit  volume.     Both  parts  contain  a  large  number  of 
very  neatly   and  accurately  worked   out   model   examples,    there  is 
plenty  of  oral  work,  and  the  exercises  are,  on  the  whole,  really  useful 
and  pr.-ictical ;  but  we  pit}'  the  firenian  on  the  locomotive  ^Q  uestion  1 7 , 
page  28o)  which  burns  coal  at  the  rate  of  32  tons  per  hour.     A  very 
well  arranged  and  satisfactory  course.     The  especially  clear  print  is 
an  excellent  feature. 

Practical  Matheinnticsfor  Technical  Students.    Part  I.    By  T.  S.  Usher- 
wood,    B.Sc,    A.M.LM.E.,    Head    of    the    Manual    Training 
Department,    Christ's   Hospital,   and    C.   J.  A.   Trimble,  B.A., 
Mathematical    Master   at   Christ's   Hospital.       (3s.    tid.      Mac- 
millan.) 
Covers  the  syllabus  prescribed  for  the  Board  of  Education  Lower 
Examination  in  Practical  Mathematics.     The  treatment  is  clear  and 
the    subject-matter    generally    is    well    chosen    and    arranged.      The 
practical  use  of  the  slide  rule  is  explained  with  the  help  of  several 
good  diagrams  ;  there  is  plenty  of  excellent  squared  paper  work,  and 
a  final   chapter  deals    briefly  with  vectors,    trigonometry,    and  solid 
geometry.     Plenty  of  worked  examples  and  exercises  of  a  practical 
character  are  provided.     A  thoroughly  useful  and  satisfactory  little 
book  from  beginning  to  end. 

Si/nnmics.     By  Horace  Lamb,   Sc.D.,  LL.D.,  F.E.S.,  Professor  of 

Mathematics  in  the  Victoria  University  of  Manchester.    ( lOs.  6d. 

net.     Cambridge  University  Press.) 

This  forms  a  companion  volume  to  the  author's  "Statics."     The 

subject-matter  falls  roughly  into  the  following  order : — Kinematics, 

Dynamics  of  a  Particle  and  of  a  Rigid  Body,  Law  of    Gravitation, 

Central   Forces,  Dissipative   Forces,    and    finally.    Systems  of   Two 

Degrees  of  Freedom.     The  fundamental  principles  of  Dynamics  are 


set  out  and  explained  in  an  especially  clear  and  thorough  manner,  the 
method  of  treatment  following  that  adopted  by  Maxwell  in  his 
"  Matter  and  Motion."  A  brief  account  of  the  more  abstract  way  of 
looking  at  dynamical  problems  is,  however,  added  as  an  appendix. 
There  are  plenty  of  very  satisfactory  examples  and  exercises.  A 
capital  book  for  advanced  work  in  secondary  schools  and  for  Univer- 
sity purposes  generally. 

John  Xapicr  and  the  Ii/fcntinii  of  Loijarilhins.      1614.      A  Lecture  by 
E.  W.  Hobson,   Sc  D..  LL.D.,  F.R.S.     Sadleirian  Professor  of 
Pure  Mathematics,  Cambridge.     (Is.  6d.  net.     Cambridge  Uni- 
versity Press.) 
The  publication  of  this  lecture  in  book  form  will  be  welcomed  by 
all  those  who  want  a  short  and  accurate  account  of  the  invention  and 
its  discoverer.     The  author  gives  an  interesting  summary  of  the  life 
of  Napier  ;  describes  the  contents  of  both  the  "  Descriptio  "  and  the 
"  Constructio, "  and  explains  clearly  the  successive  steps  in  the  evolu- 
tion and  further  de\'elopmeQt  of  this  remarkable  system  of  computa- 
tion.    There  are  two  illustrations,  one  of  Napier  and  the  other  of  a 
page  from  the  "  Descriptio." 

A    Book   of   Eleinoitary   Mechanics.     By    C.    S.   Jackson,    M.A.,  and 
W.  M.  Roberts,  M.A. ,  Instructors  in  Mathematics  at  the  Royal 
Militarj'  Academy,  Woolwich.     (3s.  fid.     Dent.) 
A  useful  beginneis'  course  in  statics  and  dynamics.    The  treatment 
follows  simple  analytical  and  graphical  lines  with  easy  experimental 
work  to  demonstrate  main  principles.     The  Statics  section  is  suffi- 
ciently complete  for  its  purpose.      In  Dynamics,  motion  in  a  circle  is 
omitted,  on  the  ground  that  it  is  too  hard  a  topic  for  the  beginner  to 
fully  appreciate.     The  weight  of  a  pound  is  used  throughout  as  the 
unit  of  force,  and  no  mention  is  made  of  the  poundal  ;  but  the  idea  of 
an  absolute  unit  (the  dyne)  is  referred  to  in  a  final  chapter  on  Mass. 
There  are  plenty  of  exercises. 

All  Introduction  to  thc_  Infinitesimal  Calculus.     With  Applications    to 
Mechanics    and    Physics.      By   G.    W.    Caunt,    M.A.,    M.Sc, 
Lecturer  in  Mathematics  at  Armstrong  College.     (12s.     Claren- 
don Press.) 
This  is  just  the  book  for  engineering  and  science  students  who 
require  a  good  working  knowledge  of  the  calculus.     The  sequence  of 
work  is    roughly  as  follows  : — Functions  and  Graphs,   Simple  Dif- 
ferentiation,   Maxima    and    Minima,    Simple    Integration,    Harder 
Diiierentiation,    Mean-value     Theorem,    Methods    of     Integration, 
Diflierential  Equations,  Taylor's  Theorem,  and  Partial  Differentia- 
tion.      Each    section    is    very    fully    considered,    rigorous   treatment 
being,    however,    avoided    and    geometrical   proofs   inserted   where 
practicable.    The  applications  of  the  calculus  to  geometry,  mechanics, 
and  physics  are  discussed  in  special  chapters.    The  size  of  the  book — 
there  are  over  five  hundred  pages — is  partly  due  to  the  large  number 
of  useful   numerical  examples,  in  addition  to  which  plenty  of  good 
exercise   work   is   provided.      The    first   nine   chapters,    up   to   and 
including  simple  integration,  are  suitable  for   advanced  secondary- 
school  work. 

GERMAN. 
A  "  Middle  Method"  German   Curse.     By  F.  AV.  M.  Draper. 
(2s.  Gd.     Murray.) 
The  book  consists  of   lessons,  each  on  a  double  page,  containing 
narrative,  word  groups  (i  e.  a  vocabulary  arranged  on  a  novel  plan:, 
and  oral  questions.      A  grammar  section,  retranslation  exercises,  and 
a  vocabulary  follow.     Mr.  Draper  will  awaken  an  echo  in  many  hearts 
by  his  insistence  that  the  Direct  Method,  excellent  though  he  finds  it, 
is  not  sufticient,  and  must  be  supplemented  by  exercises  in  retransla- 
tion.    Hence  the  term  "  Middle  Method." 

Schiller  and  his  Foetrij.  By  WiUiam  Henry  Hudson.  (Is.  Harrap.) 
It  is  not  clear  whether  this  little  book  should  be  noticed  under  the 
heading  "German"  or  "Literature."  As  some  twenty  poems  are 
quoted  and  printed  in  German  characters,  we  have  decided  upon  the 
former  classification.  But  in  reality  the  book  is  prompted  by  a  desire 
to  enable  students  of  literature  (rather  than  of  language)  to  find  ad- 
ditional meaning  in  the  poet's  songs  by  a  knowledge  of  the  circum- 
stances of  his  life.  The  idea  is  good,  and  the  execution  is  good. 
Those  who  are  fond  of  Schiller,  and  can  read  him  in  the  original,  will 
find  much  to  help  and  interest  them  in  this  volume. 
Dietrich    von  Bern.      By  A.  E.  Wilson.     (Is.  6d.     Oxford  University 

Press.) 
This  is  a,  good  adaptation  of  the  legend,  and  would  make  an  inter- 
esting story  for  pupils  in  their  second  year  of  German.  The  book  is 
well  printed  in  large  type.  In  addition  to  three  pages  of  notes,  which 
do  not  seem  to  be  of  any  great  value,  there  are  a  satisfactory  ijuestion- 
iiaire  (why  not  Fraijen  .■')  and  sentences  for  translation  based  on  the 
text. 

Deutsches  Heft.     By  W.  E.  Weber.     (Is.  6d.      Cambridge  University 

Press.) 

A  notebook  with  well-thought-out  and  suggestive  headings,  imder 

which  experience  gained  in  the  course  of  reading  is  to  be  recorded  by 

the  young  student.     The  book  deserves  to  be  as  well  received  as  the 

Cahier  Fran(,ais,  which  has  preceded  it,  and  it  the  records  are  well 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


33 


kept  the  habit  of  notebook  keeping  thus  formed  will  be  valuable  to  the 
student  when  he  is  doing  more  advanced  work. 

Siepmann's  Advanced  German    Series. — (1)   Die    Erhehnurj    Preuxxens 
(lerieii  KnpoIeo)i    tin    Jii!nc    1813    (G-ustav    Freytag).      Edited    by 
O.  Siepmann.      (28.  6d.)      (2)  Key  to  Appendixes  of  "  Die  Erhe- 
bung."     (2s.  6d.)     (3)  Word-  and  Phrase-book  for  "  Die  Erhe- 
bung."      (6d.)     (jMacmillan.) 
In  '-Die  Eihebung  Preusseus  "  Mr.  Siepmann  has  applied,  in  the 
most  practical  fashion,  the  principle  of  the  correlation  of  history  with 
modern  language  teaching,  and  has  chosen  a  period  of  history  which 
shows  the  power  of  education  in  the  making  of  a  nation.      Freytag's 
account  of  the  eventful  years  after  Jena  is  supplemented  by  "a  selec- 
tion of  original  documents  and  poems  of  the  time."    These  poems,  and 
the  literai-y  introduction   of  this  volume,   are  especiallj'  interesting. 
All  the  wonted  features  of  the  editor's  work  (in  the  way  of  notes  and 
aupendixes)  are  there,  and  the  series  is  evidently  losing  nothing  of  its 
I'eputation  for  scholarship  and  thoroughness.     If  the  appendixes  seem 
to  some  teachers   too  elaborate  they  need  not  be  used.     The  "  Key  " 
will  help  those  who  are  studying   German   by   themselves  ;    it  can 
hardly  be  supposed  that  a  teacher  of  an  "advanced"  class  would 
need  such  help. 

SCIENCE. 
Frm-ticiiJ  AppVicJ  Physics.      By  H.  Stanley,  B.Sc,  F.I.C. ,  Lecturer 
in  the   Merchant   Venturers'    Technical    College,    Bristol,     (i's. 
Methuen.) 
Gives  a  number  of  standard  experiments  of  a  more  advanced  char- 
.acter  on  heat,  mechanics,  and  electricity  and  magnetism.     An  intro- 
duction deals  with  graphs,  and  brief!}' reviews  some  important  methods 
of  the  calculus  required   in  the   course  of  the  work.     Much  of  the 
mathematical  theory  on  which  the  experimental  work  is  based  is  ex- 
plained in  concise  terms,  and  little  difBculty  should  be  experienced  in 
following  the  methods  of  procedure  and  obtaining  results  of  a  satis- 
factorj'  nature.     Various  physical  constants  are  appended.     A  book 
suitable  for  use  by  advanced  science  and  engineering  students. 

Slide-Rule  Xotes.     By  Colonel  H.  C.  Dunlop  and  C.  S.  Jackson,  M.A. 
(2s.  6d.  net.     Longmans.) 

A  useful  little  volume,  based  on  an  earlier  treatise  by  the  same 
authors,  the  latter  being  now  out  of  print.  The  newer  publication 
deals  briefly  with  the  first  principles,  and  more  fully  with  the  appli- 
cations of  the  slide  rule.  Illustrations  of  the  use  of  the  instrument 
are  contained  in  worked  examples,  whilst  a  considerable  number  of 
exercises  will  give  the  student  facilities  for  obtaining  proficiency  in  its 
employment.  Numerous  clearly  drawn  diagrams  help  to  explain  the 
text,  and  in  every  respect  the  production  of  the  work  is  satisfactory. 
The  Cull  of  the  Stars.  A  Popular  Introduction  to  a  Knowledge  of  the 
Starry  Skies.  By  John  R.  Kippax,  M  D.,  LL.B.  (10s.  6d.  net. 
Putnam.) 

An  attractive  account  of  the  legends  and  myths  associated  with  the 
story  of  the  stars,  combined  with  a  good  non-technical  description  of 
the  less  fanciful,  but  equally  fascinating,  discoveries  of  more  recent 
times.  The  illustrations  are  excellent.  A  highly  interesting  volume, 
and  a  possible  source  of  much  pleasure. 

Photo- Electrieili/.  By  A.  L.  Hughes,  D.Sc,  B.A..  Assistant  Pro- 
fessor of  Physics  in  the  Rice  Institute,  Houston,  Texas. 
(6s   net.     Cambridge  University  Press.) 

The  author  gives  a  good  account  of  the  progress  made  during  the 
past  few  years  in  the  subject  of  ionization  by  light  in  solids,  liquids, 
and  gases.  The  results  of  all  recent  research  work  of  importance 
are  discussed,  the  sources  from  which  information  has  been  derived 

LAW. 

"  Home  University  Library  of  Modem  Knowledge." — Common  Sense 
in  law.  By  Paul  Vinogradoff ,  D.C.L.,  LL.D.,  D.Hist.,  Dr.Jur., 
F.B.A.,  Corpus  Professor  of  Jurisprudence  in  the  University  of 
Oxford.     (Is.  net.     Williams  &  Norgate.) 
It  is  a  not  uncommon  opinion,  even  among  people   that  might  be 
expected  to  know  better,  that  common  sense  in  law  is  very  much  like 
the  snakes  in  Iceland.     A  perusal  of  Prof.  Vinogradofl's  little  book 
will  do  much  to  enlighten  them.     It  presents  A'ery  interesting  and 
instructive  illustrations  of  the  nature  and  applications  of  legal  rules  ; 
for  popular  purposes  it  matters  little   for  precise  definitions,  though 
we  may  observe  that  the  author  ranges  himself  against  Austin's  de- 
finition of  a  law,  and  we  only  wish  we  could  read  Austin's  criticism 
of  the  definition  offered  liyhim.   Otherwise  the  exposition  is  excellent. 

HYGIENE. 
London  County  Council. — Report  of  the  Edueutwn  Committee  on  the 

Tenching  of  Sex  Hygiene.  (6d.  P.S.King.) 
The  teaching  of  sex  hygiene  is  in  its  very  early  and  crudely  ex- 
perimental stages,  and  all  genuine  experience,  or  conviction  based  on 
experience,  must  be  welcomed  as  contributions  towards  our  store  of 
knowledge.  A  precis  of  the  evidence  on  the  subject  given  before  the 
Elementary  Education  Sub-Committee  of  the  L.C.C.  appears  in  this 
(Continued  un  page  34.) 


A  Book 
for  the 
Junior 
Forms 

of 
every 
Second- 
ary 
School. 


Rudyard  Kipling. 


Sir  A.  Conan  Doyle. 


POEMS 


FOR 

YOUNG  PATRIOTS 

A  delightfully  produced  book,  containing  all  that  is  best  and  noblest  in 
the  patriotic  verse  of  tlie  Motherland.  Sir  Walter  Scott,  Robert  Burns, 
Shakespeare.  Robert  Browning,  Tennyson,  Macaulay,  'IMios.  Cainiibell, 
Sir  A.  Conan  Doyle,  Henry  Newbolt,  Chjirles  Mackay.  Leigh  Hunt. 
"William  Collins, "  David  Garrick,  Mrs.  Heinans,  Sir  Uennell  Rodd, 
A.  H.Clough.  W.  E.  Henley,  Rudyard  Kipling.  Longfellow -these  form 
a  part  of  the  long  roll  of  men  and  women  "of  genius  some  of  whose 
choicest  work  appears  in  "  Poems  for  Young  Patriots,"  accompanied  by 
their  photographs.  Explanatory  Notes  and  Composition  Exercises  are 
also  inchuled,  and  form  an  exceptionally  valuable  feature. 

Mr.  Alfred  H.  Angus,  B.Sc. 
Principal  of  Tettenhall  Collegt-. 
Staffordshire,  says:  "I  am  very 
pleased  with  it.  It  is  beiiutifully 
printed, beautifully  and  strikingly 
got  np,  it  is  a  good  sound  collection 
—strong  and  yet  restrained— and 
the  introductory  notes  with  por- 
traits are  an  excellent  interest- 
stimulant.  I  am  so  pleased  with 
the  book  that  I  am  introducing  it 
next  term  in  one  form  at  least, 
probably  in  nioie." 

Lady  Baden-Powell  says :  "  I 
do  think  your  clioice  of  '  The 
Torcli  of  Life '  and  *  From  the 
Sea'  were  an  excellent  plan- and 
I  hope  that  yon  will  have  success 
with  the  book." 


Sir  Jolin  McClure,  LL.D., 
Head  Master  of  Mill  Hill  School, 
says  :  "  I  have  been  greatly  moved 
by  its  perusal,  and  I  trust  the 
book  will  have  a  large  circulation. 
It  certainly  deserves  to  be  widely 
known." 

The  Rt.  Hon.  G.  W.  E.  Russell 
says:  "The  notes  are  a  capital 
feature  of  the  book,  and  I  have 
already  set  a  little  schoolboy  on 
the  enjoyable  task  of  learning 
English  History  through  the 
medium  of  verse.  A  great  many 
of  the  selected  poems  are  old 
favourites  of  nnnf."' 


Henry  Newbolt. 
EVANS    BROS.,  Ltd. 


Rev.  C.  Beeching. 
Sardinia  House.  Kingsway,  London. 


THE   RALLY 


Far  and  wide  the  armies  muster; 

Hark !    the  sound  of  tramping 

feet !  [non 

Horse  and  foot  anrl  rumbling  can- 
In  the  shock  of  battle  meet. 

All  around  her  seagirt  island 
Britain's  iron  squadrons  wait. 

Sworn  to  guard  the  ocean  high- 
way, [gate. 
Watch  her  coasts  and  keep  the 


Chorus  —  Shades    of    Raleigh, 
Drake,  and  Nelson, 

Ye  who  made  us  great  and  free. 
Ye  who  won  Olil  England's  glory, 

Made  her  Mistress  of  the  Sea  I 
In  this  hour  of  direst  peril 

May  our  couiage  beat  as  high  ! 
Mav  bur  hearts  be  true  and  stead- 
fast. 

Strong  to  conquer  or  to  die!  " 


The  stirring  words  and  rousing  chorus  of  "  The  Rally  "  aptly  interpret 
the  feelings  of  British  people  at  the  present  time,  and  its  melody,  which 
goes  witli  such  irresistible  swing,  make  it  one  of  the  great  popular 
successes  among  the  Patriotic  Songs  for  Schools. 

Price,  with  full  Pianoforte  score.  3?iCi.  post  free. 
EVANS    BROS.,  Ltd..  Sardinia  House,  Kin^sway.  London. 


34 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  1915. 


pamphlet.  Very  different  conclusions  have  heen  reached  by  the 
different  witnesses,  but  the  chief  impression  produced  is  that  very 
few  people  know  what  is  in  the  mind  of  the  child  on  this  matter. 
Some  of  us  are  confident  that  all  is  well,  while  others  think  that 
difficulty  and  danger  beset  his  path.  Probably  the  child  is  much 
more  simple  and  direct  than  most  of  his  teachers  imagine,  and  sees 
facts  simply  ai  facts.  This  evidence  tempts  one  to  believe  that 
convictions  should  be  preceded  by  a  closer  study  of  individual 
children's  beliefs  and  practices,  that  we  should  try  humbly  to  find 
out  what  this  boy  or  that  girl  knows  and  does  before  we  decide  what 
treatment  is  appropriate  for  whole  classes. 

"  Home  University  Library." — Sex.  By  Patrick  Geddes  and 
J.  Arthur  Thomson.  (Is.  net.  Williams  &  Nurgate.) 
Whatever  parents  and  teachers  ultimately  decide  to  do  in  reference 
to  the  difficult  subject  of  sex  teaching,  they  cannot  fail  to  be  in  a 
stronger  position  with  regard  to  it  after  having  read  this  book.  It 
gives  just  that  mixture  of  criticism  and  enthusiasm  which  students 
expect  to  receive  from  these  two  authors.  All  the  pros  and  cons  are 
put  fairly  and  temperately,  and  no  judgment  is  forced  upon  the 
reader.  The  book  really  stimulates  thought  and  creates  a  desire  for 
fuller  scientific  knowledge.  A  full  bibliography  is  given,  but  in  it 
works  of  very  unequal  merit  are  mentioned.  I'nfortunat«ly  for  our  pro- 
fession, many  of  the  less  good  ones  appear  under  the  heading  "  Educa- 
tional." Prof.  G-alloway's  "  Biolog}'  of  Sex,"  recently  reviewed  in 
the  Educatiotin!  Times,  might  be  added  to  this  section  by  the  reader 
for  himself.  We  venture  to  believe  the  authors  would  have  accepted  it 
for  this  purpose  had  it  appeared  before  their  work  was  written. 
There  is  probably  no  other  book  of  the  same  size  and  price  as  this  one 
of  Profs.  Thomson  and  G-eddes  which  is  nearly  so  good.  It  is  full  of 
•human  interest. 

Hoic  to  Krep  Fit.     A  Series  of  Special  Lectures  to  Toimg  Men 

delivered  at  the  Central  Y.M.C.A.,  London.     (Is.  net.     Jarrold.) 

A  good  deal  of  useful  adrice  is  given  in  an  interesting  way  in  these 

lectures.     They  were  given  by  highly  qualified  men  whose  opinions 

.should  command  respect,  and  they  go  as  deeply  into  the  matters  dealt 

with  as  could  be  expected  under  the  circumstances. 

RELIGION. 

"  English  Literature  for  Schools." — Bible  Stories  (Old  Testament). 
Edited  by  Arthur  Burrell.     (6d.     Dent.) 

These  selections  from  the  Old  Testament  are  given  without  inter- 
linking passages  and  without  comment,  and  are  intended  as  a  reading 
book  for  children.  The  selection  is,  on  the  whole,  well  made  in  the 
interests  of  young  people,  the  Joseph  storj'  being  given  nearly  entire, 
and  such  stories  as  the  Garden  of  Eden  and  Noah's  Flood  altogether 
excluded.  It  seems  to  us  that  the  extracts  headed  "  The  Condemna- 
tion of  Saul"  and  "The  Death  of  Joab "  might  well  have  been 
omitted,  and  such  passages  as  the  chivalrous  episode  of  the  well  of 
Bethlehem  (of  II  Samuel,  xxiii,  12-17),  or  some  of  Jeremiah's  adven- 
tures in  prison  put  in  their  place.  We  might  wish  also  that  Mr. 
Burrell  had  seen  his  way  to  including  one  or  two  of  the  heroic 
episodes  of  the  Maccabees.  Nevertheless,  to  those  who  prefer  children 
to  have  a  short  selection  of  stories  rather  than  the  Bible  entire  this 
book  wUl  be  very  acceptable. 

The  Gospel  according  to  St.  Mattheic.    Edited  by  Rev.  T.  Walker,  M.A. 

(University  Tutorial  Press.) 

This  text,  with  introduction,    notes,   and   maps,   is  intended   for 

pupils  of  eleven  to  fourteen  years  of  age,  and  especially  for  those 

taHng  Scripture  in  the  Oxford  and  Cambridge  Local  Examinations. 

The  Poem  of  Job.  By  Edward  G.  King,  D.D. 
(Cambridge  University  Press.) 
The  attempt  which  Dr.  King  makes  in  his  earlier  little  book, 
"Early  Poetry  of  the  Hebrews,"  to  reproduce  the  metre  of  the 
original  poetry  in  translation  is  repeated  here  in  conne.xion  with 
•'The  Book  of  Job."  Even  those  to  whom  the  ordinary  version 
is  endeared  by  familiarity  will  appreciate  the  tramp  which  the  more 
regular  metre  gives  to  such  famous  passages  as  the  description  of 
the  war-horse  in  Job  xxxix,  19.  The  fact  that  much  of  the  Old 
Testament  is  poetry  can  never  be  forgotten  by  one  who  has  read 
aloud  this  translation. 

Our  Schools  and  thr  Bible.  By  the  Hon.  Henry  Coke. 
(Is.  net.  A.  L.  Humphreys.) 
This  is  an  earnest  plea  on  the  part  of  one  who  believes  thai  the 
Bible,  especially  the  Old  Testament,  as  now  taught,  does  more  harm 
than  good  to  the  child's  religious  sense,  and  often  produces  disastrous 
contradictions  later.  He  advocates  a  more  discerning  selection  of 
material,  involving  the  omission  of  such  stories  as  the  Fall,  the 
Flood,  &c. 

The  Second  Bool-  of  Kings.     By  G.  H.  Box,  M.A. 
(Is.  6d.     Cambridge  University  Press. ) 
This  is  one  of  the  "Revised  Version  for  Schools"  series.     Each 
page  contains  revised  text  and  .simple  notes.     There  is  a  short,  clear 
general  introduction,  and  a  sufficient  index. 


The  Tree  of  Knowledge.  By  Sybil  Smith. 
(3e.  6d.  Oxford  University  Press.) 
This  pui-poses  to  be  a  series  of  lessons  for  children  on  the  first  half 
of  the  Book  of  Genesis.  The  centralizing  of  the  lessons  round  these 
early  stories  seems  to  us  artificial  and  fantastic,  the  text  often  being 
a  very  slender  peg  on  which  to  hang  the  thought  or  story.  Yet  many 
of  the  suggestions  for  topics  are  admirable,  though  some  are  alto- 
gether too  advanced  for  young  children.  Indeed,  the  whole  book 
suggests  students  rather  than  chOdren. 


BOOKS    FOR    YOUNG    READERS. 

We  have  heard  it  urged  that  children  should  be  denied  their  usual 
Christmas  presents,  in  order  that  they  may  remember  the  War  and 
realize  its  seriousness.  Such  an  attitude  recalls  the  former  flogging 
of  schoolboys  at  the  parish  boundaries,  and  expresses  a  point  of  view 
not  to  be  admired.  The  children  must  have  then'  Christmas  gifts. 
A  number  of  books  that  would  well  serve  f(>r  presents  at  this  time  of 
the  year  cjime  just  too  late  to  be  mentioned  in  our  December  issue: 
but  there  are  birthdays  and  other  excuses  for  making  presents.  For 
boys  up  to  the  age  of  fourteen  (and,  indeed,  for  their  elders,  too). 
The  Complete  Scout,  by  Jlorley  Adams  (Hexey  Feowtje  and  HoDDEE 
&  Stouohtox,  'Js.  6d. ),  can  be  safely  recommended.  It  contains  just 
what  a  boy  wants  to  know,  from  camp-cooking  to  signalling,  and  is 
\\Titten  in  a  fresh  and  convincing  style. — Mr.  Herbert  Strang  has  lost 
no  time  in  dealing  with  the  present  War,  and  his  book,  A  Hero 
of  liege  (Heney  Feowde  and  Hoddee  &  Stougiiton,  3s.  6d.)  tells  us 
how  Belgium  met  the  German  invasion.  The  same  Publishers  have 
issued  reprints  at  6d.  each  of  Susan  Coolidge's  well  known  stories, 
JFhat  Katy  Did  at  School  and  ll'hat  Kati/  Did  A'cxt. — Herbert  Strang's 
Book  of  Adrentnre  Stories  is  a  large,  well  printed,  and  well  illustrated 
volume  of  attractive  tales  for  os. 

Fur  from  Home  (Jaeuold,  3s.  (id.)  is  a  new  story,  by  Robert  Overton, 
dealing  with  the  fight-*  and  adventures  of  a  runaway.  The  illustra- 
tions are  by  Enoch  Ward. 

At  this  time  of  the  year  we  always  expect  from  Messrs.  Macmillan 
books  of  stories  ohanningly  illustrated,  and  well  printed  on  excellent 
paper.  Deccan  Nurserg  Tales  (4s.  6d.  net)  contains  fairy  tales  from 
the  South,  told  by  C.  A.  Kincaid,  of  the  Indian  Civil  Service.  The 
beautiful  coloured  pictures  are  done  by  M.  V.  Dhurandhar. — The 
I)idwn  Storg  Book  (7s.  6d.  net)  is  produced  with  equal  charm.  The 
sixteen  coloured  plates  and  line  illustrations  are  from  drawings  by 
Frank  C.  Pape.  The  book  contains  tales  from  the  Ramayana,  the 
Mahabharata,  and  other  early  sources,  retold  by  Richard  Wilson. 

Last  month  we  noted  several  stories  issued  by  Messrs.  Blacue. 
Two  more  have  reached  us. — (1)  A  Mysterious  Intieritance,  by  Bessie 
Marchant  (5s.).  It  is  a  story  of  adventure  in  British  Columbia,  in 
which  four  sisters  from  Quebec  decide  to  camp  out  in  the  forest 
district  north  of  Vancouver  city. —  (2)  A  Chinese  Command  (5s.)  is 
a  story  of  adventure  in  Eastern  Seas  by  Harry  Collingwood.  'The 
tale  deals  with  the  exploits  of  an  Englishman  in  the  Chinese  Navy. 

Kate  Mitchell,  by  Myrtle  B.  S.  Jackson  (The  Meeeythouqht 
Peess,  17  Lancaster  Street,  Hyde  Park,  W. ,  3s.  6d.  net;  by  post, 
3s.  lOd.),  is  the  story  of  the  life  of  a  woman  who  enters  upon  the 
scene  as  a  mistress  of  a  high  school  and  later  becomes  Mistress 
of  Girton.  The  book  deals  with  the  difficulties  that  a  woman 
teacher  has  to  encounter,  and  shows  how  these  are  overcome  by 
a  loving  heart.,  a  well  balanced  mind,  and  a  strong  character. 

FOR    VERT  YOUNG  READERS. 

The  books  in  this  paragraph  are  all  published  by  Messrs.  Blackie. 
The  Frank  Adams  Book  of  Nnrsery  RJigmes  (Is.),  with  eight  coloui'ed 
plates. — Oft'  We  Go:  By  Land,  Sea,  and  Air  (Is.),  a  story  and 
picture  book  of  trains,  motor  cars,  ships  and  aeroplanes. — A  Bog'*s 
Book  of  Battleships  (Is.),  by  Gordon  Stables,  tells  of  means  of  naviga- 
tion from  Homer  to  the  present  moment. — Animal  Stories  for  Little 
Folk  (Is.  6d.)  contains  humorous  tales  and  pictures  of  familiar 
animals.  —  Tu-o  .folly  Mariners  (2s.)  consists  of  humorous  verses 
pictured  by  Stewai't  Oit. — Maxims  for  Mice  and  Others  (Is.  6d.) 
contains  amusing  pictures  for  the  niir.-ery,  with  brief  letterpress  in 
large  type. — More  Xcw  Testament  Stories  (Is.  6d.)  gives  stories  from  the 
Acts  of  the  Apostles,  told  simply  by  Theodora  Wilson  Wilson,  and 
illustrated  by  Arthur  A.  Dixon.  —In  I'ablc  Talks  and  Table  Travels,  by 
Mabel  Bloomer  (Is.  6d.  net),  the  young  reader  is  invited  to  linger 
over  the  breakfast  table  and  talk  about  the  romance  of  the  edibles 
they  have  just  devoured. 

In  •■The  Children's  Hour  Series,"  edited  by  Herbert  Strang 
(Feowdk,  Is.  each),  there  are  two  new  volumes:  (1)  Tlie  Boy  who 
IVould  Xot  Learn,  by  the  Editor  of  the  Series,  and  (2)  The  Golden  Gate, 
a  book  of  simple  verse,  prettily  illustrated.  In  "  The  Little  Stories 
of  Great  Lives  Series  "  there  are  also  two  new  volumes  (by  the  same 
editor  and  publi.sher,  and  at  the  same  price,  Is.  each),  (1)  Xapoleon, 
(2)  Joan  of  Arc. 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


35 


PUBLICATIONS    RECEIVED. 


EDLXATION. 
The  Lighter  Side  of  School  Life.     By  Ian  Hay,  illustrated  by  Lewis 

Baumer.     Foulis  (Edinburgh),  5s.  net. 
Thoughts  on  the  Training  of  Children.      By  Margaret   A.   AVroe. 

National  .Society,  Is.  Od. 
Current  Activities  and  Influences  in  Education.     By  J.  P.   Garber. 

Lippiiicott,  5s.  net. 
The  Problems  of  Boyhood.     By  F.  W.  .Johnson.     Cambridge  Uui- 

rersity  Press,  4s.  net. 
History  of  Elementary  Education  in  England  and  AVales   (ISOO  to 

present  day).     By  C.  Birohenough.     t'live,  4s.  Gd. 
Child   Training  :    Suggestions  for  Parents  and  Teachers.     By  Mrs. 

Arthur  H.  D.  Acland.     Sidgwick  &  Jackson,  2s.  Gd.  net. 
Bishop  Gilbert  Burnet  as  Educationist:    being  his   "Thoughts  on 

Education."    with   notes    and   life  of   tlie   Author.       By   John 

Clarke.     Wyllie  (Aberdeen),  4s.  net. 
Report  of  the  Commissioner  of  Education  (year  ending  .June,  1913). 

In  two  volumes.     Government  Printing  Oftii-e,  Washingt'in. 
The   Year   Book   of   Open-Air   Schools    and    Children's    Sanatoria. 

Edited  by  T.  N.  Kelynack.     Vol.  I,  191o.     Bale,  7s.  Gd.  net. 

CLASSICS. 

A  Latin  Note-Book.  Arranged  by  C.  E.  Hodges.  Cambridge  Uni- 
versity Press,  2s. 

T.  Livi  :  Ab  Urbe  Condita,  Liber  III.  Edited,  with  introduction 
and  notes,  by  P.  Thoresby  Jones.  Clarendon  Press,  3s.  Gd.  ; 
without  vocabulary.  2s.  6d. 

Caesar:  GaUic  TVar,  Book  III.  Edited  by  E.  S.  Shuckburgh. 
Cambridge  University-  Press,  new  edition.  Is.  Gd. 

The  Piscatory  Eclogues  of  Jacopo  Sanuazaro.  Edited,  with  intro- 
duction and  notes,  by  Wilfred  P.  Mustard.  .Johns  Hopkins 
Press,  1  dollar. 

What  Have  the  Greeks  done  for  Modern  Civilization 'r  By  J.  P. 
Mahaft'y.     New  edition.     Putnam's  Sons,  7s.  Od.  net. 

FRENCH. 

The  French  Romanticists :  An  Anthology  of  Verse  and  Prose. 
Selected  and  annotated  by  H.  F.  Stewart  and  Arthur  Tilley. 
Cambridge  University  Press,  4s.  net. 

Le  Lac  de  Gers  (TGpfEer).     Annote  par  M.  F.  Naulet.     Bell,  Is. 

French  Grammar.     By  J.  Laffitte.     Marlborough,  Is.  6d.      Key,  Gd. 

Le  Roi  des  Montagnes  (About).     Annote  par  A.  S.  Treves.     Bell,  2s. 

Contes  de  la  France  Contemporaine.  Choisis  par  "  les  Anciens  "  de 
Westminster  City  School  sous  la  direction  de  W.  M.  Daniels. 
Harrap,  with  vocabulary,  2s.  Gd. ,  without,  2s. 

Le  Roi  des  Montagnes  (.\bout).  Edited  by  Victor  Massard.  Riving- 
tons,  2s. 

Oxford  French  Series. — (1)  Le  Philosophe  sans  le  Savoir  (Sedaine). 
Edited  by  T.  E.  Oliver.  3s.  net.  (2)  Lettres  Pereanes  (Mon- 
tesquieu)'.    Edited  by  R.  L.  Cru.     Milford,  3s.  Gd.  net. 

GERMAN. 
Siepmann's  German  Series,  Elementary. — Reineke  Fuchs  (.Schmidt). 

Edited  by  A.   L.   Gaskin.     Macmillan,   2s.     Word  and  Phrase 

book,  6d."    Key,  2s.  Gd. 
O.xford  German  Series. — (1)  Ludwig  und  Annemarie  (Meyr).    Edited 

by  F.  G.  G.  Schmidt.     3s.  Gd.  net.     (2)  Die  schwarze  Galeere 

(Raabe).     Edited  by  C.  A.  Williams.     Milford,  3s.  net. 


By   W.    B.    Cairns. 
Selected  by  R.  M.  Leonard.      Milford, 
By  George  Goodchild. 


ENGLISH. 
American   Literature   for   Secondary   Schools, 

Macmillan. 
Echoes  from  the  Classics. 

7d.  net. 
England,  My  England.     A  War  Anthology 

Jarrold,  2s.  Gd.  net. 
Watching  the  War.     Part  I.     AUenson,  Gd.  net. 
Herbert  Strting's  Readers.— (1)  The  Goldeu  Gate.     (2)  The  Boy  who 

would  not  Learn.     (3)  The  Story  of  Joan  of  Arc.     (4)  A  Prisoner 

in  Spain.     (6)  The  Story  of  Napoleon.     Hodder  &  Stoughton, 

each  6d. 

HISTORY. 

From  Island  to  Empire.  A  short  history  of  the  expansion  of  Eng- 
land by  force  of  arras.  By  John  S.  C.  Bridge.  Introduction 
by  Sir  Cyprian  A.  Bridge.  Chatto  &  Windus,  28.  net.  New 
and  cheaper  edition. 

Germany  and  Europe.     By  J.  W.  Allen.     Bell,  2s.  6d.  net. 

Historical  Dialogues  for  School  Use.  By  Mr.s.  Laurence  Binyon. 
Frowde. 

Oxford  History  Readers. — (l)'Book  IV.     Outlines  of  English  History. 


By  Richard  Stead.     (2)  The  Reign  of  Edward  VXI.     By  Jlrs. 

Laurence  Binyon.     Frowde. 
The  Real  .Atlantic  Cable.     By  A.  W.  Holland.     Bell.  Is.  Gd. 
Modern  Europe  ( I  SI o-lSTS).  Reprinted  from  "  The  Student's  Modem 

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MURBY'S 


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(WITH  TEXT). 


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36 


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becoming  more  and  more  general  in  England,  a  need  has  arisen  for  a 
iVench  grammar  based  exclusively  on  the  spoken  language.  The 
present  work  is  intended  to  supply  this  deficiency,  and  is  particularly 
well  suited  for  adult  beginners. 


MATHEMATICS. 

Headers  desiring  to  contribute  to  the  Matlieinatical 
columns  are  asked  to  observe  the  following  directions  very 
carefully : — 

(1)  To  write  on  one  side  only  of  the  paper. 

(2)  To  avoid  putting  more  than   one  piece  of  work  on  a 

single  sheet  of  paper. 
(8)   To  sign  each  separate  piece  of  ivork. 


17769.  (C.  E.  HiLLYEK,  M.A.)— (i)  A,  B,  C  are  three  points  on 
a  conic,  and  T  is  any  j)oint  in  the  plane.  TA,  TB,  TC  meet  the 
curve  again  in  a,  b,  c  respectively.  Any  transversal  through  T 
meets  BC  in  P,  CA  in  Q,  and  AB  in  R.  Prove  that  Pa,  Q6,  Re 
meet  in  a  point  U  on  the  curve,  (ii)  A  conic  is  inscribed  in  a  tri- 
angle ABC.  Through  any  point  T  in  the  plane  a  transversal  is 
drawn  meeting  BC,  CA,  AB  in  P,  Q,  R  respectively.  If  AT  meet 
the  second  tangent  to  the  conic  from  P  in  a  point  D,  and  E,  P  be 
similarly  constructed,  prove  that  D,  E,  P  lie  on  a  straight  line 
which  also  touches  the  conic.  Point  out  the  connexion  of  the 
above  with  Pascal's  and  Briauchon's  theorems.  Also  examine  par- 
ticular cases,  e.g.,  in  (ii)  when  the  conic  is  a  circle  and  T  is  at  the 
orthoceutre  of  ABC,  and  the  transversal  PQR  also  passes  through 
the  in-centre,  then  DEP  touches  the  nine-point  circle. 

Solution  by  A.  M.  Nesbitt,  M.A.  [of  Farts  (i)  aiid  (ii)  only]. 

(i)  If  lx  +  my  +  n;z  =  0  be  the  conic,  and  x/K  +  yji:.  +  s/f  =  0  be 
the  line  TPQR  ;'  then  the  co-ordinates  of  T  ( p,  g,  r)  must  make 

2p;\  =  0 (1). 

Now  q/y  =  rjz  meets  the  conic  in  A  and  a,  so  that  the  co-ordinates 
of  a  are  [—Iqr,  q{mr  +  nq),  r{mr  +  nq)'].  Since  the  co-ordinates  of 
P  are  (0,  n,  —f).  Pa  has  for  equation — by  virtue  of  (1) — 

{m;q-\-n/r)  pxjl\  =  y/fi  +  s/t>, 

and  this  passes  through  the  point  {l\/p,  mfi/q,  uvjr).  By  symmetry 
this  pomt  lies  also  on  Q6  and  Re,  while — again  by  virtue  of  (1) — it, 
likewise  lies  on  the  conic. 

(ii)  This  may  be  proved  by  interpreting  the  above  tangentially. 
The  equation  to  point  T  being  2  xjx  =  0,  the  co-ordinates  of  the 
line  TPQR  {p,  q,  r)  make  'S.plx  =  0.  The  equation  of  point  P  is 
qjy  =  r/z,  and  the  co-ordinates  of  the  second  tangent  from  P  are 
those  given  above  as  co-ordinates  of  point  a.  The  co-ordinates  of 
TA  being  (0,  /i,  —v),  the  equation  of  the  intersection  of  AT  with 
this  second  tangent  comes  out  to  be 

{tnlq  +  «,'r)  px/lK  =  yjii.  +  z/v, 

which  lies  on  the  symmetrical  straight  line  (iA/p,  ^"-H-Ilt  nvjr)  ;  and 
this  line  touches  the  conic,  whose  tangential  equation  is 

llx  +  m/y  +  niz  =  0. 

Addendum. — Since  aP,  6Q,  cR  are  concurrent,  the  following  are 
Brianchon  "hexagons":  —  abcPQR,  fcmQRP,  ta6RPQ.  Taking 
the  last  we  see  that,  if  a  conic  be  described  touching  PQR,  ab,  ac, 
6R,  cQ,  it  will  touch  QR  at  P.  So,  too,  the  six  lines  BA,  AC,  ba, 
ac,  Be,  6C  touch  a  conic  ;  changes  may,  of  course,  be  rung  on  these 
letters.  I  have  not  pointed  out  the  obvious  correlative  properties 
for  the  reciprocal  figure,  as  I  am  far  from  sure  that  this  is  the  kind 
of  thing  intended  by  the  Proposer. 

Remarks  by  the  Pkoposer. 

Since  T  is  an  arbitrary  point,  a.  A,  C,  B,  6  may  be  any  five 
points,  T  being  the  intersection  of  aA  and  fcB.  Again,  since  PT  is 
an  arbitrary  transversal  through  T,  U,  the  second  point  of  inter- 
section of  Pa  with  the  conic  through  a,  A,  C,  B,  b,  may  be  any 
point  on  the  curve.  Now,  if  Xjb  meets  AC  in  Q,  it  follows,  as  a 
converse  of  (i),  that  P,  T,  Q  are  collinear  (Pascal's  Theorem) ;  and 
further,  if  TC  meets  the  curve  again  in  c,  and  cU  meets  AB  in  R, 
then  R  also  lies  on  the  straight  line  PTQ.  In  fact,  the  three  hexa- 
gons UaACBt,  UiBACc,  UcCBAa,  the  vertices  being  taken  in  the 
order  given,  have  the  same  Pascal  line. 

A  similar  extension  of  Briauchon's  Theorem  follows  from  (ii). 

.\n  interesting  particular  case  of  (i)  is  obtained  by  taking  T  at 
infinity.  Then  Aa,  B6,  Cc  are  all  parallel  to  PQR,  and  (the  conic 
being  a  circle)  the  point  U  becomes  what  I  propose  to  call  the 
"  parallel  chord  point  "  of  PQR  with  respect  to  the  triangle  ABC. 
It  is  the  focus  of  the  parabola  which  touches  the  sides  of  the  tri- 
angle ABC  and  the  transversal  PQR. 


4 


Jan.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


17803.     (T.  MniR,  LL.D.)— Show  that  the  Pfaffian 
a  —b       c       d       e 
— c       b       e  —d 
a  -f       g 

g    f 

a 

and  the  sum  of  the  squares  of  its  principal  minors  have  a  common 
factor. 

Solution  by  the  Proposer. 
By  evaluation  in  the  ordinary  way.  the  Pfaffian  is  found  equal  to 
a(a-+  h°  +  c"  +  d'-  +  e-+f''  +  g-)  ; 
and  by  actual  squaring  of 

-/        9 

9      -f 

a 

and  adding,  we  obtain 

{a--f-  +  g-y-  +  {ab  +  ef-dgf  +  . . . , 
which  is  readily  shown  to  be  equal  to 

(.3«"  +  6-  +  c^  +  d-  +  e-  +  /=  +  g°)  {a- -y  h- +  c"  +  d"  +  e- +  f- Jr  g°) 
The  common  factor  is  thus  evident. 


, 

b    e 

-d 

g 

-f 
a 

17223.     (Professor  San.tana,   JI. A.)  — Prove   that,    when    m<n 
and  no.  <  ir, 


.lo  X-"  +  2x"  cos  iia  +  1       71  sin  mir;n     sin  na 
Solution  by  W.  N.  Bailey. 
This  Question  is  a  transformation  of  Euler's  integral 


y-Pdy 


—  dy  =  ^- 


sm  pA 


J(i  l  +  2y  cos  k  +  y-    "       sinpir      sin  A 
with  the  conditions    —  1  <^  <  1    and    —  tt  <  A  <  tt,    which   can   he 
proved  by  means  of  contour  integration. 

Now  put    1/  =  X",    —np  =  in,    A  —  na,    and  we  have 
j*  X"* '" " ^dx  _  TT  sin  ma 

Jo  a;-"  +  2a;"  cos  «a  +  1       )^  sin  iiw/ji     sinrea 
provided  that    —  1  <  min  <  1    and    —w<na<w. 


Geometrical  Illustration  of  a  Trigonometrical  I'wnmla. 

By  R.  F.  Davis,  M.A. 
Let  ABC  be  an  acute-angled  triangle,  AX,  BY,  CZ  its  cointer- 
secting  perpendiculars.      Then   AZXC,   AYXB  are  cyclic  quadri- 
laterals, so  that   BZ.BA  =  BX.BC   and    CY.CA  =  CX.CB. 
Therefore 
AB--i-AC=-BC' 

=  AZ.AB  +  BZ.BA-hAY.AC-hCY.CA-BX.BC-CX.CB 
=  AZ.AB-i-AY.AC  =2AB.ACcosBAC. 


17730.     (Lt.-Col.  Allan  Cunningham,  R.E.)— If 

N,  =r"i-2r'-i-l,     N.,  =  2?"- -  =  -  r'-"  - 1 ,     N,  =  ?■■  ♦'_2r  + 1, 

Nj  =  )•'■-- -I- r— 2, 

prove  that  N,,  No,  Nj,  N4  are  all  divisible  by  (»•  — 1)-,  and  that  Ni 

and   N.i  are   divisible  by   ()■— 1)-'   when  r  is  even.     Ex.  —  Taking 

)■  =  10,  faotorize  N|,  N;,  Nj,  N4  into  prime  factors. 

Sohition  by  the  Proposer. 

Writing  r  =  (1  +p),  and  expressing  N,,  N;,  N3,  N4  in  terms  of  p, 
and  expanding  by  the  Binomial  Theorem  the  terms  not  containing 
p,  and  those  containing  only  p  (not  p-)  will  be  found  to  vanish  in  all 
four  cases,  and  those  involving  p-  (not  p')  will  be  found  to  vanish  in 
the  cases  of  N,  and  N-j  when  (and  only  when)  p  is  odd.  This  proves 
the  theorems. 

Thus  N,  =  (l-^())'•'^-2(l-^p)'"''-^l 

=  il  +  (.„  +  2)p+(P±^)Mp^  +  Rp3l 


1.2 


-2((p  +  l)p+ie±iLPpO  +  Ry)+l_ 


wherein  R,  R'  are  integer  functions  of  p.     Hence 

Ni  =  {p-  +  |(p-  +  3p-H2)p-}-2{p-^-h|(p-^-l-p)p-}+(R_R')pS 
=  {i(-p  +  l)-HR-R'}p-', 


and  Nj  =  0  (mod  p')  when  p  is  odd,  i.e.,  is  divisible  by  (»"  — 1)'  when, 
and  only  when,  )•  is  even.  A  precisely  similar  proof  applies  to  No 
with  same  result ;  and  also  to  Nj,  N„  except  that  in  these  two  cases 
the  terms  containing  p-  do  not  vanish. 

Sx.— Taking  r  =  10,   the  quotients  JN,   j^N,   t^N  are  worth 
showing,  as  they  are  of  interesting  forms. 

N,  =  80,000,000,001,     iN,  =  8,888,888,889. 
Jj-N    =987,654,321,     ^AgN  =  109,739,309  =  17.17.379721. 

No  =  189,999,999,     iN  =  21,111,111. 
Jj-N   =  2,345,679,     ^A^N  =  260,631,     e-JgrN  =  28959. 

N3  =  99,999,999,981,     JN  =  11,111,111,109. 
JLN   =1,234,507,901  =  7.31.613.9281. 

N4  =  100,000,008,     iN  =  11,111,112. 
ji-N    =  1,234,568  =  8.154,.321. 


17762.  (A.  E.  Jones.)  — In  the  triangle 
ABC,  the  angle  ABC  =  104°,  the  side  of  the 
square  BDEP  =  6ft.,  the  side  AC  =  29  ft. 
Find  the  length  of  AB.  (No  graphs  accept- 
able.) 


Solution  by  W.  .J.  Ashdown  and  otlieis. 

Draw,   parallel   to   AB,     /^ 
EH  to  BC. 
Let      DC  =  X, 
DEH  =  14^ 
DH  =  6  tan  14", 
29  :  6  -I-  a; 

=  EC  :  a;-DH 
=  >^(.E-  +  36)  :  X 

-6tanl4^ 
29(a;-6tanl4°) 

=  {6  +  x)^{x-  +  S6). 
From   which   can    be   ob- 
tained 


B 


C 


x^  +  12;r^-769.7--  -H  2948-272 


DH    C 

586-158  ...  =0, 

with  four  real  solutions,  two  of  which  are  excluded  by  the  condi- 
tions of  the  problem,  the  others  being  x  =  3-961  and  x  =  19-619 
(approx.). 

AB  :  EH  =  29  :  KC,     AB  =  29x6sec  14"-;-  ^'(.c■-■^  36), 
AB  =  24-942  ...     or     8-7397  .... 


17813.  (W.  N.  Bailey.) — Prom  any  point  P  on  the  circle  of 
similitude  of  two  circles  X,  Y,  tangents  are  drawn  touching  X  at 
A,  B,  and  Y  at  C,  D.  PA  and  PB  are  such  that  they  move  con- 
tinuously with  P,  and  coincide  when  P  is  at  either  centre  of  simili- 
tude.    Find  the  envelopes  of  AB  and  CD. 

Solution  by  the  Proposer. 

The  tangents  from  P  should  touch  X  at  A,  C  and  Y  at  B,  I),  and 
not  as  stated  in  the  Question. 

Let  X,  Y  be  the  centres  of  the  circles  (radii  r  and  R),  and  N  the 
foot  of  the  perpendicular  from  P  on  the  line  of  centres.  Join  PXJ 
PY,  AN,  NB. 

Then  PX/PY  =  )-  R,     so  that     PX/j-  =  PY/R. 

Therefore    z  XPA  =  Z  YPB,    from  which    iXNA=  lYNB. 

Therefore  AB  passes  through  N  (see  Question  17483,  solved  liy 
Mr.  Neseitt). 

Let  O  he  the  centre  of  the  circle  of  similitude.     Then,  if 
tanXNA  =  tanXPA  =  H(,     PA  =  7-/»ij. 
Therefore      OX-  -h  0P=  -  20X .  ON  =  PX'^  =  ,-''lm'  +  r'-, 
so  that  ON  =  b—ajm-  (say). 

Hence,  if  0  is  taken  as  origin  and  OX  as  the  axis  of  X.  the 


38 


THE  EDUCATIONAL  TIMES. 


[Jan.  1,  191 


0. 


equation  of  ANB  is 

y  =  —m(x  —  b  +  ajmr)     or     y  =  —m{x  —  b)  —  a/m. 


Therefore  the  envelope  of  AB  is  a  parabola  with  XY  as  axis. 

Since  PXNC  are  cyclic, 

/  CNY  =  /  CPX  =  z  APX  =  I ANX  ; 
therefore  CD  is  the  image  of  AB  in  XY,  and  CD  envelopes  the  same 
jjarabola  as  does  AB. 

17811.     (C.  51.  Ross,  M.A.) — (a)  Eliminate  x,  y,  t  from  the  three 
equations  (.r  +  ?/) (a-  +  z)  =  hcyz,   .... 

[h)  Eliminate  a',  y,  z  from 

22'  =  0,     2x-la  =  0,     Saya  =  0. 

Solution  by  H.  R.  Wales. 

(1)  (.r  + ?/)(,r  +  .T-)  =  6c!/.;,     {x  +  y){y  +  z)  =  cmx    (i,  ii), 

(z  +  x)(y  +  s)  =  abxy   (iii). 

Multiply  ;  therefore 

{x  +  y){y  +  s)(z  +  x)  =  ±abcxyz    (iv). 

Divide  (i)  by  (iv) ;  therefore 

axl{y  +  z)  =  ±1. 
Therefore      y  +  z  =  ±a.T,     z  +  x  =  ±by,     Xi-y  =  ±cz  ...  (v.  vi,  vii). 
Therefore,  eliminating  z,  we  have 

x  —  y  =  -izbyTax    and     x-¥y  =  ±c{ax  —  y); 
or,  rearranging, 

x(l±a)  =  ;/(l±i),     x±(ac-l)  =  7/(1  ±c). 
Therefore  (l  +  r()(l±c)  =  (±ac-l)(l±  6). 

Therefore  o  +  fc  +  cia  =  abc. 

(2)  There  is  probably  some  mistake  here,  since    Sx  —  0    is  the 
eliminant  when  a,  6,  c  are  eliminated. 

If  X,  y,  z  are  to  be  eliminated,  the  method  is  as  follows: — 

x  +  y  +  z  =  0,     x"/a  +  y'^jb  +  z^/c  =  0  (i,  ii), 

ayz  +  bzx  +  cxy  =  0   (iii). 

If  we  eliminate  z  from  (li)  and  (iii)  l)y  means  of  (i),  we  have 
b{a  +  c)  x-  +  'iabxy  +  a{b  +  c)  y-  =  0,     bx''  +  {a  +  b—c)xy  +  ay-  =  0. 

Therefore    — =  — 

2a-b—a(b  +  c)(a  +  b  —  c)       ab  {b  +  c)  —  ab  {c -i- a) 

=  t, 

b  ia  +  c)(a  +  b  —  c)  —  2ab-' 

i.e.,  ■•g'  -        ^.'/        -  ?/- 

a[b  —  c){b  +  c  —  a)       ab{a—b)       b(c  —  a){a  —  bi-c)' 

Therefore,  eliminating  .t  and  y,  we  have 

ab{a  —  b)-  =  {b  —  c)(c  —  a){-a  +  b  i-c}{a  —  b  +  c). 

This  may  be  rewritten  as 

2a'-b-2a^-3abc  =  0 

or  {-a+b  ¥c){a  —  b  +  c)(a  +  b-c)  =  abc. 


QUESTIONS  FOR  SOLUTION. 

17903.  (Alan  Breener.)— In  the  annexed  figure  the  dotted 
lines  PP,  PQ,  PR,  PR  are  the  same  as  PP,  PQ,  PR,  and  PR  in 
in  the  plane  figure  of  Question  17768. 


Let  QR  revolve 
once  round  PP  as 
axis  so  as  to  gene- 
rate the  flat  annular 
surface  or  ring  S 
shown  in  front  ele- 
vation in  full  lines. 
The  dotted  lines  now 
represent  a  vertical  ,'' 

section  through  the     p,^i;'; .'.'_- - 
ring  S  and  the  axis  ~ """■--. 

of  rotation  PP,  lying 
therefore  in  a  plane 
bisecting  S  at  right 
angles.  As  before, 
PP  =  10", 

PPQ  =  25°  .80', 

PPR=  32°  40', 

PPR  =  90°. 
Supposing  the  plane  of  the  paper  to  coincide  with  the  annular 
surface  S,  then  P  would  in  reality  stand  directly  over  P,  but  10" 
above  this  plane.  Required  to  find  by  the  calculus  the  point  N  in 
QR  such  that  FN  is  the  mean  distance  between  P  and  all  points  in 
the  annular  flat  surface  S.  If  round  point  P  a  circle  be  drawn  to 
radius  PN,  then  N  would  describe  on  S  the  circular  locus  con- 
taining all  positions  N,  of  the  mean  distance  PN  between  P  and 
ring  S. 


17904.     (T.  MuiR,  LL.D.)— Prove  thst 


a 
a      2d 
h    (1  +  e 
c     d+f 
and  give  another 


b 
d  +  e 


c 
d+f 
e+f 

2/ 


d 

1  c 

\.f 


d 

2a 

a-t-b 

a  +  c 


e 
a  +  b 

'lb 
b  +  c 


f 
a  +  c 
b  +  c 

2c 


pair  of  similar  determinants    having   the  same 
value  as  these. 

17905      (CM.  Ross,  M.A.)— Show,  without  using  contour  integ- 
ration, if  possible,  that 

f ''     sin  ax 


iw[2-(a  +  2)e-»]. 


ajii  +  a^b-f  =  a,&.,  -f  aJ)^, 
vanishes. 


Jo  x{l  +  x-y- 

17906.  (W.  J.  Martyn.)— If  a^kt  +  a-Jj. 
the  determinant    j  a,"  +  b^"     rt,     b 

[  flo-  +  b.,°     a.;.     60 
I  a-/  +  b;,-     rt,     6.,  I 

17907.  (E.  G.  Hogg,  M.A.)— Prove  that 

\jpx-dS  =  o-V,     JJpi/^rfS  =  b-\,     [|jj3=(?S  =  c-\, 
when  the  integrals  are  taken  over  the  surface  of  the  ellipsoid 

.r-/a-  +  y-/b-  +  z-:c"  =  1 , 
X)  is  the  central  perpendicular  on  the  tangent  plane  at  xy.z,  and  V 
is  the  volume  of  the  ellipsoid. 

17008.  (Lt.-Col.  Allan  Cunningham,  R.E.)  — Pactorize  com- 
pletely (into  prime  factors)  N  =  50-''  +  1. 

17909.  (J.  Y.  Hart,  B.Sc.)— The  sum  of  £A  is  borrowed  on 
condition  that  it  is  repaid  in  t  equal  instalments  (consisting  of 
principal  and  interest)  of  £B  at  intervals  of  1/n-th  of  a  year.  What 
is  the  equivalent  rate  of  interest  R  (simple)  ? 

17910.  (A.  A.  Krishnaswami  Aiyangar,  B.A.) — A  caliijh  dis- 
tributes a  certain  number  of  fruits  among  his  M  wives  and 
|-[i!  {n  +  1)]  children  in  the  following  way  : — first  wife's  n  children, 
each  one  fruit  and  the  wife  l/^^  of  the  rest  ;  second  wife's  re— 1 
children,  each  one  fruit  and  the  wife  l/)i  of  the  rest  ;  so  among 
all  his  wives  who  have  respectively  11,  71— 1,  11  — 2,  ...,  3,  2,  1 
children  ;  and  lastly,  what  remains  is  divided  equally  among  all 
the  n  wives.  Prove  that  the  number  of  fruits  must  be  of  the  form 
n"*'p  —  2n-  +  2n,  where ^^  is  any  positive  integer,  and  the  r-th  wife's 
share  is  p{n  —  lY~-  Un  —  1)"'"'  -t-re""'  ''  [  —  2  (71- 1),  where  r  <^  3. 

17911.  (Prof.  K.  J.  Sanjana,  M.A.  Suggested  by  Prof.  Escott's 
Question  1G885.) — Prove  that  the  surd  {a  —  r  (a-  —  k'')\  -f-  k  may  be 
transformed  into  the  infinite  continued  fraction 

fe_     2ak^  iaik^  16a«k^ 

2a-k''  +  iai-k'  +  16a^-k'>  +  256ai-"' 

where    a,  =  a"  — |A;-,     a^  =  af^—^k'',     a^  =  a^^—j^^k^,     ..., 

and  find  the  corresponding  infinite  series. 

17912.  (W.  E.  H.  Berwick.)— Find  threepositive  rational  num- 
bers, each  of  which  is  greater  than  If,  and  such  that  the  sum  of 
their  squares  is  10. 


Jau.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


89 


PUSTLESSand  HYGIENIC  SCHOOLS 

On  all  School,  Laboratory,  Library,  &c.,  Floors  and  Linoleums  of  every  description 


USE 


'Regd.) 


VERY    EARLY    in    the    CHRISTMAS    VACATION    for    Best    Results. 


II    is    IMPORTANT    to    NOTE    lliat    ONE    APPLICATION    of   ■' FIraifrene "  ALLAYS  the  BUST  unil   UIRT  lor    2    to    12    MONTHS, 

accoi-ding  to  traliic,  not  oulv  ilunnfc  eacli  SwivpiiiK  (withoiU   sjirinkUiiK  of  uiiy  kind)  but  also  tlii'oiiKliout  all  tliH  intervrnini-'  ptiioils— 
which  is  of  ereatcr  liygionic  importiincc-  "  Floriseue  "  also  saves  time  and  lalionf. 


These  sanitary,  labour-savings,  and  economic  advantages  arc   NOT  attained  by  sweeping-powders  or  any 

mechanical   or  other  method. 

Send   for    Pnrticiilars,    Medical    Reports    and    Testimonials,    to    the    Sole    Manufacturers : 

The    "DUST-ALLAYER"   Co.,   165  Queen  Victoria  Street,   London,   E.G. 

Contractors    to    the    Admiraltij,  War    Ollnr. 


H.M.    Office   of   Works. 


L.C.    Council.    &c. 


17913.  (Prof.  E.  .J.  Nanso.n.)  — If  cr,,  is  the  mean  value  of  the 
p-th  powers  of  ii  positive  iiuantities  which  are  not  all  equal,  and  -w,. 
is  the  mean  value  of  their  products  p  together,  then 

a''  >  tsT'l^  -m,  , 
where  i/,  r  are  the  quotient  and  remainder  obtained  by  dividing 
p  by  n. 

17914.  (J.  J.  Bakniville,  B.A.)— If 

u„  +  tt„ti  =  u,i*t>     a-ud     w.. +  t'i.»i  =  y-.-J, 
prove  that  the  scale  of  {uv)„  may  be  written 

(l-l-2  +  0  +  l)(l  +  0  +  l  +  l-l  +  0-l)  =0; 
e.g.,  making  «  =  v,  we  have 

17915.  (C.  M.  Ross,  M.A.) — Solve  the  equations 

(xjj  +  xz  —  2ijz)  .v/a  =  (yz  +  iix—  Izx)  y/b  =  (zx  +  zy  —  '2xy)  zjc  =  li-\ 

17916.  (S.  Keishnaswami  Aiyasgar.)— Two  radii  vectores  of  the 
curve  r  =  acos^  (jjt  +  p)  are  drawn  equally  inclined  to  the  initial 
line.  Prove  that,  if  S  is  the  length  of  the  arc  intercepted,  the  area 
included  between  the  curve  aud  the  radii  vectores  is 

5aS      'Jd'    .    2S 

— sm 

8         16         3a 

17917.  (C.  E.  YouNGJiAN,  M.A.) — Construct  the  tricusp  (hypocy- 
clcid)  which  touches  four  given  straight  lines,  and  find  what  con- 
ditions the  lines  must  satisfy  to  make  their  points  of  contact 
collinear. 

17918.  (Prof.  K.  J.  Sanjana,  M.A.) — Tangents  are  drawn  from 
the  point  (.Ji,  ;/i)  to  the  conic 

J'(x,  y)  =  ax-  +  2hxy  +  by-  +  iijx  +  IJy  +  c  =  0, 
meeting  it  at  P  and  Q,  and  0  is  the  centre  of  the  conic  ;  prove  that, 
with  the  usual  notation,  the  area  of  the  triangle  OPQ  is 

C       C/(a;„;/,)-A' 

17919.  (\V.  F.  Beaed,  M.A.) — The  tangents  from  any  point  on 
the  directrix  of  an  ellipse  meet  the  auxiliary  circle  in  four  points, 
two  of  which  are  the  ends  of  a  diameter  of  the  circle. 

17920.  (A.  M.  Nbsbitt,  M.A.  Suggested  by  Question  17779.)- 
ABO  is  a  triangle,  and  radii  AS(=AB),  AH  ( =  AC)  revolve  in 
opposite  directions  at  the  same  angular  rate  about  A.  Prove  that 
a  conic  having  S,  H  for  foci  can  be  described  to  touch  AB,  AC  ; 
and  that  its  major  or  transverse  axis  is  equal  to  BC. 

17921.  (Prof.  J.  C.  Swaminauayan,  M.A.)— Prove  the  following 
construction  for  determining  the  magnitude  and  position  of  the 
axes  of  the  maximum  inscribed  ellipse  of  the  triangle  ABC.  G  is 
the  centroid  of  the  triangle  ABC  and  D  is  the  middle  point  of  BC. 
In  BD  and  DC,  B,  and  C,  are  taken  such  that  B,D  =  |BD  and 
DCi  =  3DC.  On  B,Ci  as  base,  equilateral  triangles  B|PCi  and 
BiQCi  are  described.  Show  that  the  bisectors  of  the  angle  PGQ 
are  the  axes  of  the  maximum  inscribed  ellipse  of  the  triangle  ABC, 
and  the  length  of  the  major  axis  is  equal  to  (GP  +  GQ),  and  that  of 
the  minor  axis  is  equal  to  (GP~GQ). 

17922.  (R.  P.  D.AVis,  M.A.)  — Let  TOT'  be  a  fixed  circum- 
diameter  of  the  triangle  ABC  ;  and  AE,  EQ  chords  of  the  circum- 
circle  perpendicular  to  TOT',  BC  respectively.  Prove  that  the 
pedal  circles  of  all  points  of  TOT'  cointersect  in  the  middle  point  of 
the  join  of  the  orthoceutre  H  to  Q.  [C/.  Gallatly,  The  Modem 
Geovietry  of  the  Triangle.] 


17923.  (N.  Sankaka  Aiyar,  M.A.)— If  P  be  the  centre,  and  p 
the  radius  of  the  polar  circle,  show  that  2Rp-  =  AP.BP.CP. 

17924.  (V.  V.  Satyanarayan.) — Given  a  straight  line  and  a 
parallelogram  on  paper,  trisect  the  straight  line,  using  only  an  un- 
graduated  straight  edge. 

17925.  (P.  G.  W.  Brown,  B.Sc,  L.C.P.)— I,,  Ij,  I3  are  the  ex- 
centres  of  a  triangle  ABC  whose  semi-perimeter  is  s,  and  whose 
circum-,  in-  'and  cosine  radii  are  R,  c,  and  p  respectively ;  show 
that,  if  pi  is  the  cosine  radius  of  the  triangle  Ijljla,  then 

l/pi  =  s/2Rr-l/p. 
Hence  show  that  r  (cot  ou,  +  2  cot  w)  =  s, 

where  w,  wi  are  the  Brocard  angles  of  the  triangles  ABC,  Iiljlj  re- 
spectively. 

17926.  (N.  W.  M'Lachlan,  B.Sc.  Eng.,  A.M.I.E.E.)— A  circle  is 
inscribed  in  a  sector  of  a  circle  whose  angle  is  20  {B  i>  |?r).  Prove 
that  the  ratio  of  the  area  of  the  sector  to  that  of  the  circle  is 

(1  -l-cosec  e)-e/7r. 
Find  the  value  of  the  expression  when  6—0. 

17927.  (R.  GooRMAGHTiGH.)— The  Wallace  line  of  a  triangle  for 
a  moving  point  of  the  circum-circle  cuts  this  circle  in  two  points. 
Find  the  locus  of  the  intersection  of  the  Wallace  lines  for  those 
two  points. 

NOTICE    TO    CORRESPONDENTS. 
It  is  requested  that  all  Mathematical  communications  should  be 
addressed  to  the  Jlathematical  Editor, 

Miss  Constance  I.  Marks,  B.A.,  10  Matheson  Road,  West 
Kensington,  W. 


THE  LONDON  MATHEMATICAL  SOCIETY. 

Thursday,  December  10,  1911.— Prof.  Sir  Joseph  Larmor,  M.P., 
F.R.S.  (President),  in  the  Chair. 

Mr.  R.  H.  Fowler,  Fellow  of  Trinity  College,  Cambridge,  was 
elected  a  member. 

Mr.  E.  H.  Neville  read  a  paper,  "  On  Simultaneous  Equations, 
Linear  or  Functional."  The  method  of  the  paper  lends  itself  to 
the  solution  of  numerical  equations,  by  successive  approximations. 
This  method  was  devised  originally  to  solve  the  geometrical  problem 
of  completely  covering  a  circle  by  five  smaller  (equal)  circles  ;  and 
the  method  is  used  to  prove  that  the  ratio  of  the  radii  must  not  bo 
less  than  a  certain  limit,  slightly  greater  than  3  :  5.  In  a  niorc 
concrete  form  this  geometrical  problem  is  often  to  be  seen  as  a  side- 
show in  gipsy  tents  at  fairs;  the  small  circles  being  metal  discs 
which  are  to  be  used  to  cover  completely  a  larger  circle  painted  on 
a  table.  In  the  actual  apparatus  used  by  the  gipsies  (a  specimen 
of  which  was  exhibited  at  the  meeting)  the  ratio  of  the  radii  is  very 
near  to  the  limit  assigned  by  the  mathematical  theory. 

Mr.  G.  H.  Hardy  gave  an  account  of  a  paper  by  Mr.  S. 
Ramanujan  "On  Highly  Composite  Numbers,"  which  had  been 
formally  communicated  at  the  November  meeting. 

The  following  papers  were  then  communicated,  by  title,  from  the 
Chair  : — 

"On  Cyclotomic  Quinquisection  "  ;  Prof.  W.  Burnside. 

"  Oseiliations  near  the  Isosceles  Triangle-Solution  of  the  Throe 
Body  Problem  "  ;   Prof.  D.  Buchanan. 

"  On  Lame's  Differential  Equation  and  Ellipsoidal  Harmonics  "  : 
Prof.  E.  T.  Whittaker. 


w 


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included  in  our  boxes.  The  Compasses 
have  extra  hard  steel  points  that  will 
not  turn  up.  -All  the  instruments  are 
made  for  hard  wear.and  are  guaranteed. 
Done  up  in  setsof  essential  instrument.-, 
only — in 

Metal  Boxes,  at  1/9  per  box ; 

Wood  Boxes,  at  2/3  per  box; 

Cloth  Covered  Boxes,  at  l/-per  box. 


USSr."' 


There  is  a  distinct  revival  of  the  Kinder- 
garten method,  due  in  a  large  measure  to 
the  work  of  Dr.  Montessori.  The  Kinder- 
garten series  issued  by  the  E.S..4.  con- 
sists chiefly  of  articles  made  in  England, 
and  are  of  the  highest  quality.  Full 
descriptive  Guide  to  the  selection  of 
Kindergarten  materials  will  be  forwarded 

on  application. 
The  E.S.A.  also  publish  a  Catalogue  of 
School  Handwork,  which  contains  a  very 
large  selection  of  materials  for  teaching 
Hand  and  Eye  Work,  will  be  sent  free  on 
request. 

-|l'Vfi;|1Hlil^^^V-\^^lcf^■'■»"^^•-''•"''lllH||lll 


BASKET  BALL. 

A  SPLENDID  GAME  FOK  GIRLS. 

The   Goals  are  the  regulation  size,  very  strongly 

made  on  solid  cross  feet,  with  an  adjustable  and 

nicely  b.alanced  Swing   Basket.      The  Ball  is  the 

regulation  size,  made  of  finest  leather. 

Basket  Ball  is  not  only  one  of  the  best  games  for 
keeping  girls  "fit,"  but  it  is  the  cheapest  game  to 
instal,  as  the  apparatus  is  practically  everlasting. 

The  Set  consists  of  Two  Goals  and  a  Ball. 

Price  complete,  £3  net. 


THE  EVERY-DAY  RULE. 

A  capital  Rule,  bcvcUcd  both  edges,  polished,  showing  |,  ij,  g,  yg,  J , 

y'jofan inch;  alsomillimetres, centimetres, decimetres,and angles. 

0  in.,  10  6  ;   VI  in.,  12/-  per  gross. 


;  .••E5AyiAiiL....as. ; 
BLACK  LEAD  I  ^ 

PENCIL         3:  >X 


THE  ESAVIAN  HEXAGON  PENCIL 

is  one  of  the  finest  Pencils   obtainable  at  a  reasonable   price. 

Stocked  in  Seven  Degrees.     Price  8/-  per  gross. 

The  above  are  usual  Catalogue  Prices,  which  are  now  subject  to  a  temporary  "War"  advance  of  10  per  cent. 

TEXTBOOKS,    MAPS,   and    DIAGRAMS. 

The  despatch  and  accuracy  of  our  Book  Department  are  exceptional.     We  carry  the  largest  stock  of  Educational  Books  in  London, 
and  urgent  orders  are  dealt  with  by  our  trained  staff  of  assistants  immediately  on  receipt,  urgent  orders  being  despatched  by  return. 


CATALOGUES,    EXPERT    ADVICE,    and    ESTIMATES    FREE. 


l.onilou:  I'liiiCi'il  by  C.  F.  Hodgson  ,t  So.v.  2  Ncwlon  strict.  KinKswii.v.  W.c. :  kmiI  I'ulili^liml  b.v  Kkaxcis  Hodgson.  89  FaniiiKdoii  Stiver,  K.C. 

[Entered  at  me  New  York  Post  Oilice  us  Second  Class  luatt^er.J 


I 


THE 


Educational 


AND 


JOURNAL    OF    THE    COLLEGE    OF    PRECEPTORS 


VoL  LXVIII     No.  646 


FEBRUARY  1,  1915 


Published     Monthly,     price,    to 

Non  Members,  6d. ;  by  Post,  7d. 

Annual  Subscription,  7s. 


COLLEGE     OF     PRECEPTORS. 

Incorporated  by  Royal  Ctiarter. 

LECTURES    FOR    TEACHERS. 

A  Course  of  Twelve  Lectures 
on  Psychology  and  Its  Educa- 
tional Applications,  by  Professor 
John  Adams,  will  commence  on 
the  11th  of  February. 

Admission  10s.  6d.     Members  free. 
For  Syllabus,  see  page  45. 


PRIZE    FOR    DOIVIESTIC    ECONOMY. 

The  Miss  Mears  Prize  for  Domestic 
llconomy  will  be  awarded  at  the  Midsummer 
Senior  Certificate  Examination  in  1915,  and 
at  subsequent  Examinations. 


EXAIVIINATIONS. 


Examination. 


Professional   Ppeliminary 
(Entry    Forms    must     be     re- 
turned by  9  February.) 

For  Certificates  of  Ability  to 
Teach    

I  Entry    Forms     must    be    re- 
turned by  1    May.) 

Certificate  and  Lower  Forms 

For  Teaciiers'  Diplomas 

ForCertiflcates  of  Proficiency 
in  English  (Foreign 
Teachers   only) 


Date  of 
Commencement. 


9  March 


Last  week    in 
May 


28  June 

30  August 


3  September 


The  Regulations  for  the  above  Examinations, 
and  for  the  Inspection  and  Examination  of 
Public  and  Private  Schools,  may  be  obtained 
aw  application  to  the  Secretary. 

G.  C^HALMERS,  Secretary. 
Wo«msbury  Square,  W.C. 


■'PHE      ASSOCIATED      BOARD 

J-  OF  THE   R.A.M.   ASD   R.C.M. 

FOK  LOCAL  EXAMINATIONS   IN   MUSIC. 

Patron:  HIS  MAJRSTY  THE  KING. 
LOCAL  CENTRE  EXAMINATION.S  (Syllabus  A). 
Exauiiuations  in  Theory  held  in  March  and  Novem- 
ber at  all  Centres.  In  Practical  Subject.s  in  March- 
April  at  all  Centres,  and  in  the  London  District  and 
certain  Provincial  (IJentres  in  November-December 
also.  Entries  for  the  March-April  Examinations 
close  Wednesd.iy,  February  10th,  1915  (or,  with 
extra  fee,  February  18th). 

SCHOOL  EXAMINATIONS  (Syllabus  B). 
Held  throughout  the  British  Isles  three  times  a 
year,  viz.,  March-April,  June-July,  and  October- 
November.  Entries  for  the  March-April  Exam- 
inations close  Wednesday,  February  3rd,  1915  (or, 
with  extra  fee,  February  11th). 

Specimen  Theory  Papers  set  in  past  years  (Local 
Centre  or  School!  can  be  obtained  on  application. 
Price  3d.  per  set,  per  year,  post  free. 

The  Board  offers  annually  SIX  EXHIBITIONS, 
tenableattheR.  A. M.orR. CM.  for  twoor  three  years. 
Syllabuses  A  and  B,  the  Syllabus  in  Ear  Training 
and  Sight  Singing,  entry  forma  and  any  further 
information  will  be  sent  post  free  on  application 
to— 

JAMBS  MUIR,  Secretary, 

15  Bedford  Square,  London,  W.C. 
Telegrams:  "Associa,  London." 


Xriniver0ii\) 
Correspondence  Colleae. 


LONDON  MATRICULATION. 

REDUCTION    OF    FEES 
DURING    THE    WAR. 

A  reduction  of  one  guinea  in  the  fees  for  the 
Matriculation  Ordinary  Course  in  all  subjects  will 
be  made  to  students  joining  the  College  during  the 
war.  Reductions  will  also  be  made  for  courses  in 
two  or  more  subjects  and  for  the  Self-Preparation 
Courses. 


OTHER     SPECIAL      PRIVILEGES. 

Payment  of  fees  by  smaller  instalments. 

Liberty   to   discontinue   Courses    with    limited 
liability. 

Special  arrangements  tor  those  in  Military  and 
Government  Employment. 
Free  retention  of  Lesson  Papers  till  end  of  Course. 


Complete  Prospectus,  post  free,  from 
The  Secretary,  No.  IS, 

"ClntvcrsltB   aorrcspon&cnce  dollegc, 

Burlington    House,   Cambridge. 


LONDON  COLLEGE  OF  MUSIC 
(Incorporated.) 
Great  Marlborough  Street,  London,  W. 
Patron:  His  Grace  the  Duke  of  Leeds. 
Dr.  F.  J.  Karn,  Mus.Bac.  Cantab.,  Principal. 
G.  Augustus  Holmes,  Esq.,  Dir.  Exams. 


EXAMINATIONS,  LOCAL  AND  HIGHER. 

The  NEXT  EXAMINATION  for  Certificates  in 
PIANOFORTE,  ORGAN.  VIOLIN,  SINGING 
ELOCUTION,  THEORY,  Ac.  will  be  held  in 
London  and  over  40J  Local  Centres  in  April. 
Last  day  of  Entry,  March  15th. 

The  Higher  Examinations  for  tiie  Diplomas  of 
Associate  iA.L.C.M.)  and  Licentiate  (L.L.C.M.)  are 
held  in  April,  July,  and  December  ;  and  for  the 
Diplomas  of  Associate  in  Music  (A.Mus.L.C.M.), 
Licentiate  in  Music  (L.Mus.L.C.M.),  the  Teachers* 
Diploma  and  Fellowship  in  July  and  December. 

New  Local  Centres  may  be  formed,  also  School 
Centres.   The  Secretary  will  supply  all  particular 

SPECIAL  AWARDS  in  Silver  and  Bronze  Medals 
for  the  year  iyi5. 

SYLLABUS  for  1915,  with  Annual  Report  and 
Forms  of  Entry,  may  be  liad  of  the  Secretary. 

In  the  Educational  Department  students  are 
received  and  thorouiihly  trained  under  the  best 
Professors  at  moderate  fees. 

Lessons  in  Pianoforte,  S''iolin,  Singinj?,  Elocution, 
Harmony  and  Counterpoint ;  Modern  3-manuaI 
Organ ;  Courses  of  Training  for  Teachers. 

T.  WEEKES  HOLMES,  Secretary. 


THE  PROBLEM 

of 

Effective    Scholastic 
Advertising 

AND     ITS     SOLUTION. 

This  booklet  will  be  sent, 
post  free,  to  Principals  of 
Schools    on   application  to 

J.    «S    J.    PATON, 

143   CANNON    ST.,    LONDON,    E.G. 


WOLSEY 

HALL, 
OXFORD. 


POSTAL  TUITION 

Fop  London  University 
MATRIC,  INTER  ,  ».  FINAL 
B.Sc.    B.So.    lEoon.l,     B.D.. 


FREE    GUIDE 

on       application       to 
THE   SECRETARY. 


B.A. 


41 


THE  EDUCATIONAL  T1MS8. 


[Feb.  1,  1915. 


BIRKBECK  COLLEGE 

Kreams  Krii.ixNfJs.  *'iianci%ky  Lank.  E.G. 

UNIVERSITY  OF  LONDON. 

COUKSES  OF  STUDY  (DAY  AND  EVENING) 
FOR  DEGREES  IX 

ARTS,   SCIENCE,    ECONOMICS,    LAWS, 

under  Recognized  Teachers  of  the  University. 

ARTS. — Latin,  Greek,  English.  French,  German, 
Italian,  History,  Geofrmphy.  Ixigic,  Economics, 
Jlathptuatics  (Pure  and  Appliedi. 

SCIENCE.— Cht-niistry.  Physics. Mathfmatics(Pia-e 
and  Apphed),  Botany,  Zoology,  Geology. 

EveDiDgConrses  for  theDeg^ees  in  Economics  and  Laws. 

POST  GRADUATE  AND  ItKSKAKCH  WORK. 

Ci?oaTr,x'.T  r^«.V:  Arts.£10.  lOs.  ;  Sficnc.\£17.  lOS. 

Fees      {  Evi'»i})g  :  Arts.  Sfirni-.-.  or  Kcononiics. 

I  £5.  5s. 

MATRICULATION  COURSES  AND   ACCOUNTANCY. 

I^rospect lines  post  fne,  Cniendnr  3d.  i  bi/  post  bd.). 

i  ^HERWELL    HALL,    OXFORD. 

V^    TRAINING  COLLEGE  FOR  WOMEN 
SECONDARY  TEACHERS. 

Recognized    by  the    Board   of    Education,  by  the 

Oxford  Delegacy,  and  by  the  Cambridge  University 

Syndiciite  for  Secondary  Training. 

Principal:    Miss  Catuerine  I.  Dodd,  M.A. 

Students  are  prepared  for  the  Oxford  Teachers' 
Diploma:  the  Cambridge  Tejtcher's  Certificate,  the 
London  Teaclier's  Diploma  ;  the  Oxford  Geography 
Diploma  ;  and  the  Cherwell  Hall  Teacher's  Certiti- 
cate  for  Junior  Form  Mistresses. 

Fees  for  the  three  Terms,  from  66  Guineas. 

Scholarships  of  from  £40  to  18  guineas  are  awarded 
to  Students  with  a  Degree  on  entry.  There  is  a 
loan  fund.  Students  may  borrow  sums  not  exceed- 
ing £25,  to  be  repaid  within  three  years.  Prospec- 
tus may  be  obtained  from  The  Principal. 

ABERDARE  HALL,  CARDIFF.— 
RESIDENCI-  FOR  WOMEN  STUDENTS 
OP  THE  UNIVERSITY  COLLEGE  OF  SOUTH 
WHALES  AND  MONMOUTHSHIRE. 
Principal:  Miss  Kate  Hurlbatt. 
Fees  £43. 10s.,  £38. 10s.,  and  £34  per  annum.  Col- 
Ie(?e  tuition  fees  £12  per  annum.  Scholarships  of 
£25,  awarded  on  the  result  of  Scholarsliip  Examina- 
tion of  University  College.  CardilT,  held  annually  in 
the  Spring.  Students  prepare  for  the  B.A.and  B.Sc. 
Degrees  of  the  Ihiiversity  of  Wales,  and  a  Medical 
School  and  Department  for  Secondary,  Elementary, 
and  Kindergarten  Training  are  attaclied  to  the 
College.  Students  with  recognized  academic  quali- 
fications can  enter  in  October  nr  January,  for  one 
year's  Secondary  Training  Course.  Apply  to  the 
Principal. 

DEPARfMENT  OF  HOUSEHOLD  AND 
SOCIAL  SCIENCE. 

KING'S   COLLEGE    FOR    WOMEN. 

University  op   London. 

Warden  :  Miss  F.  R.  Shields,  M.A. 
Organizing  Secretary :  Miss  M.  A.  Julius. 

Courses  (three-years,  and  one  year  post-graduate) 
in  Chemistry,  Biology,  Ph.vsiology,  Hygiene,  House- 
hold Work,  Economics,  Psychology,  Kthics,  &c.,  in 
preparation  for  teaching,  administrative,  and  social 
work.  For  further  information  apply  to  13  Kensing- 
ton Square,  W. 

The  Depaitment  will  be  removed  to  new  buildings 
on  Canipden  HiH  before  October. 


Teachers'  Registration  Council 

Representative  of  the  Teaching  Professioni 
[Cmistituted  l,y  Order  in  CnuncU,  Feli.29, 1912.) 


In  aroordance  with  the  ahove^nentionecl 

REGISTER  OF  TEACHERS 

is  now  mnintained  by  the  Council. 

For  Inforniution  upply  to— 
The  SECRET.\EY, 

Teachers'  Registration  Council, 

2   BLOOMSBTRV   S()UARE, 

LONPoy,  ^V.('. 


u 


JSIVKKSITY  OF  ST.  ANDREWS. 


L.UA.   DIPLOMA    FOR  WOMEN. 

The  attention  of  Candidates  is  di-awn  to  the 
Ordinary  and  Honours  Diplomas  for  Teachers, 
which  are  strongly  reconniiended  as  suitable  for 
those  who  are  or  intend  to  be  teachers. 

Examinations  are  held  at  Aberdeen,  Birmingham, 
Blackburn,  Brighton,  Bristol,  Cardiff,  Croydon, 
Devonport,  Edinburgh,  Glasgow,  Hull,  Inverness, 
Leeds,  Liverpool,  London.  Manchester,  Newcastle- 
on-Tyne,  Norwich,  Nottingham,  Oxford,  St.  An- 
drew's, Sheffield,  Swansea,  and  several  other  towns. 

Information  regarding  the  Examinations  may 
be  obtained  from  the  Secretary  L.L.A.  Scheme, 
The  University.  St.  Andrews. 

W^ESTPIELD    COLLEGE 

(UNIVERSITY   OF    LONDON). 

THE  MAY  TERM  begins  on  April 
24th,  1915.  The  College  prepares  Women 
Students  for  the  London  Degrees  in  Arts  and 
Science. 

Two  SCHOLARSHIPS  of  £50  a  year  for  3  years, 
given  by  t  he  Drapers'  Company,  anil  other  Entrance 
Scholarships  of  the  value  of'  £35  to  £50,  will  be 
offered  at  an  Examination  to  be  held  in  May,  1915. 

Candidates  mu>t  have  passed  the  Matriculation 
Examination  or  an  equivalent.  Holders  of  Scholar- 
ships will  be  required  to  enter  into  residence  in 
October,  1915,  and  to  re^d  for  a  I>egree  in  Arts  or 
Science  to  be  approved  by  the  Council. 

For  Calendar  and  further  particulars,  apply  to 
the  Principal,  Westfield  College,  Finchley  Road, 
N.W. 

THE   INCORPORATED 

ROEBEL    EDUCATIONAL 
INSTITUTE. 

CoLET   Gardens,   Talgarth   Road,   West 

Kensinoton,  London,  W. 

Chairman  :  Rt.  Hon.  Sir  William  Mather,  LL.D. 

Treasurer  :  Mr.  C.  G.  Montefiobe,  M.A. 

Principal :    Miss  E.  E.  Lawrence. 

Secretary :    Mr.  Arthur  G.  Stmondb,  M.A. 

There  is  a  small  Loan  Fund  to  assist  Students 

wlio  are  unable  to  meet  the  full  fees. 

Prospectuses  and  particulars  as  to  Scholarships 
may  be  obtained  from  the  Principal. 


F 


PRIFYSCOL  CYMRU. 


UNIVERSITY  OF  WALES. 


rPHREE   FELLOWSHIPS,  each  of 

-L  the  annual  value  of  £125,  tenable  tor  two 
years,  are  open  to  Gi-aduates  of  this  LTniversity. 
'Applications  must  be  received  before  June  1st,  1915, 
by  the  Registrar,  University  Registry,  Cathays 
Park,  Cardiff,  from  whom  further  information  may 
be  obtained. 


JOINT  AGENCY  FOR  WOMEN  TEACHERS. 

Oaklev  HorsE. 

14.   16,   A;   18   liLoOMSBURT   STREET,   LONDON,  W.C. 

(I'nder  the  nianiigement  of  a  Committee  appointed 
by  the  Teachers'  Guild,  CoUeg-e  of  Preceptors, 
Head  Mistresses'  Association,  Association  of 
Assistant  Misti-esses,  and  Welsh  County  Schools 
Association.)  

''PHIS  Ap^eney  has  I)een  establislied 

I  for  the  purpose  of  enabling  Teachers  to  lind 
Mork  without  unnecessary  cost.  All  fees  have 
therefore  been  c^Uculated  on  the  lowest  basis  to 
cover  the  working  expenses. 

IS'o  Registration  Fees  are  charged  to  members  of 
the  above  Associations,  and  their  Commissions  are 
reduced. 
Hours  for  Interviews : 

11  a.m.  to  1  p.m.,  an3  3  to  5  p.m. : 
Saturdays,  11  a.m.  to  1  p.m.,  and  2  to  3  p.m. 
When  possible,  special  appointments  should  be 
arranged. 

Registrar,  Miss  ALICE  M.  FOUNTAIN. 

JOINT  SCHOLASTIC  AGENCY. 

23  Southampton  St.,  Bloomsbury  Sq.,  W.C. 

This  Agency  is  under  thedirection  ofa  Committee 
representing  the  following  leading  Educational 
Associations : — 

HEAD  MASTERS'  CONFERENCE. 

INCORPORATED  ASSOCIATION  OF  HEAD  MASTERS. 

COLLEGE  OF  PRECEPTORS.     TEACHERS'  CUILD. 

ASSOCIATION    OF    ASSISTANT    MASTERS. 
HEAD  MASTERS  OF  PREPARATORY  SCHOOLS. 

WELSH  COUNTY  SCHOOLS  ASSOCIATION. 
ASSOCIATION  OF  TECHNICAL   INSTITUTIONS. 

Registrar:    Mr.  E.  A.  VIRGO. 
The  obJBCt  of  this  Agency  Is  to  render  assis- 
tance at  a  miniinum   cost  to  Masters  seeking 
appointments.      The    lowest  possible   fees   are 
therefore  charged. 

Interviews  b.v  appointment  from  12  noon  to  1.3C 
p.m.,  and  from  3  p.m.  to  5  p.m. ;  on  Saturdays,  from 
11  a.m.  to  12.30  p.m. 
A  PROSPECTUS  will  be  sent  on  application. 


SCHOLASTIC  AGENCY 

FOR 

WOMEN    TEACHERS    AND    LECTURERS. 

For     interviews     special     appointments 
ahbuld  be  arranged. 

Particulars  may  be  obtained  from — 
The  Secretary, 

Froebel  Society, 

4  Bloomsbury  Square, 
Tsl.  No.  615  IVIuseum.  W.C. 

DENMARK     HILL     PHYSICAL 
TRAINING  COLLEGE  FOR  TEACHERS, 
LONDON,  S.E. 
(a)  EDUCATIONAL  SI-CTION 
for  English  and  Swedish  Gymna.stics  and  Sports. 

(61  REMEDIAL  SECTION 

for  Massage  and  Remedial  Swedish  Movements. 

Principal :  Miss  E.  Spelman  Stanqer.M.B.C.P.E., 

and  S.T  M.,  Sunray  Avenue,  Denmark  Hill,  S.E. 


PRINTING  FOR  SCHOOLS 

GEORGE     OVER 

{Printer  to  Rugby  School), 

THE   RUGBY    PRESS,    RUGBY. 


Telfeniins :  "  Ovkk.   I'himhr.  Rtobt." 


Nat.  T.-l.  :   ]2b  Rufrhy. 


CAREY'S  "GRAUUS  AD  PARNASSUM," 

WITH  THE  ENGLISH  MEANINGS. 

Revised,   Corrected,   and    Augmented    by    a    Member    of    the 

University   of  Cambridge. 

Post  f>vo,    flof/i,    price  7s. 

THE   STATIONERS'   COMPANY,    Stationers'  Hall,   London. 


EXAIVIIIMATIOrN    PAPER 

AS   USED   BY 

THE   COLLEGE    OF    PRECEPTORS. 


In  strict  accordance  with  *he  College  requirements,  and  each  Sheet 
bears  their  Watermark, 

FaoKed  In  Reams  of  480  Sheets    per  Seam,    2s. 

,,  „  960         „         .,  48. 

ANSWER  BOOKS  FOR  EXAMINATIONS  IN  BOOK  KEEPING. 

Senior,  2d.  each ;  Jurior,  4d.  each  ;  Preliminary,  3d.  each. 

Music  Paper  Is.  per  100  sheets. 

{Postage  ej^tra.)    Eehuttanre  shoufd  accompany  Order. 


F.  W.  SHELBOURNE  &  CO.,  Wholesale  and  Retail  Stationers, 

63  HIGH  HOLBORN,  LONDON,  W.C. 
Tek  :   Holborn  690. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


43 


ALEX.  W.  BAIN,  B.A.,B.Sc.(Hon8.), 
F.I.C,  F.C.S., 

University  Tutor,  Lecturer,  and  Examiner, 

Head  oJ  the  Chemical  Department,  City  of  London 

College,  Member  of  the  Council  of  the  College  of 

Preceptors, 

prepares  Students  for 

MATRICULATION, 
PROFESSIONAL  PRELIMINARY, 
DIPLOMA  &  DECREE  EXAMINATIONS. 

25  years'  unbroken  record  of  over  2300  successes. 

Preparation  in  SMALL  CLASSES  or  b.v 
PRIVATE  TUITION  or  b.v  CORRESPONDENCE. 

Private  tuition  b.v  Universit.v  Honourmen  and 
Examiners,  Specialists  in  their  subjects,  in  Mathe- 
matics, Science.  Classics,  ,S:c.  —  morning,  afternoon, 
and  evening  at  minimum  fees.  Sp-cial  terms  to 
Teachers  wishing  to  graduate  or  obtain  College 
Diplomas, 

Write  full.v  to  the  Principal  or  his  Secretary 
or  call  personall.v  at 

The  Central  Tutorial  Classes, 
Vernon  House, 
Sicilian    Avenue,   Bloomsbury  Sq.,  W.C. 

MRS.    CURWEN'S    PIANO- 
FORTE METHOD. 
EAR  TRAINING  AND  SIGHT  SINGING 

FROM  SOL-FA  AND  STAFF. 
TRAINING  CLASSES  for  MUSIC  TKACHERS 
are  held  on  Saturdays  and  Wednesdays  at  Bechstein 
Hall  Studios.  Wigmore  Street,  by  Miss  Scott 
Gardner  and  Miss  Margaret  Knaggs.  A.R.C.M.. 
who  will  be  at  the  Studios  on  Saturday,  Sept.  26th, 
between  the  hours  of  10  a.m.  and  2  p.m.,  to  inter- 
view any  inquirers.  Further  particulars  can  be 
obtained'  from  the  Secretary,  Jliss  E.  T,  Murray, 
Bechstein  Hall  Studios.  Wigmore  Street.  W. 


The   Child's   Guide 
to   Knowledge. 

Sixty-second  Edition,    Price  2s. 

The  Original  and  Authorized  Edition  brought 
down  to  the  present  time. 

LONDON:    SIMPKIN,  MARSHALL. 
HAMILTON,   KENT,  &  CO..    LTD. 


University  of  London,  University  College. 

THE  Session  1915-16  will  begin  on 
or  about  October  1st, 
Intending  students  are  invited  to  communicate 
with  the  Provost  as  soon  as  possible, 

ENTRANCE   SCHOLARSHIPS. 

Examinations  will  be  held,  Ijegiiming  on  May  25> 
1915,  for  the  following  Scholarships  : 

A,— Tenable  in  one  of  the  following  Fuculties— 
Arts,  Laws,  Science,  Medical  Sciences, 
and  Engineering. 

Three  ANDREWS   SCHOLARSHIPS, 
value  £30  each. 

The  Si'holars  ;ii'e  eligible  for  Andrews 
First  and  Seconil  Year  Sehobirships  at  the 
end  of  their  lirst  and  second  years. 
B.— Tenable  in  the  Faculty  of  Arts  only  WEST 
SCHOLARSHIP  in  English  and  English 
History,  value  £30.  ROSA  MORISON 
SCHOLARSHIP,  value  £30  a  year  for 
three  years. 
C— Tenable  in  the  Faculty  of  Science  only 
GOLDSMID  SCHOLARSHIP,  value  £30 
a  year  for  three  years. 

Examinations  will  be  held,  beginning  in  July,  for 
the  following  Scholarships,  tenable  in  the  Faculty 
of  Medical  Sciences  :— 

BUCKNILL  SCHOLARSHIP,  value  135  guineas. 

TWO  EXHIBITIONS,  value  £55  guineas  each. 

The  Examination  for  a  GOLDSMID  ENGIN- 
EERING SCHOLARSHIP,  value  £30  a  year  for 
three  years,  begins  on  or  about  September  22nd, 

.Vpplication  for  full  Regulations  of  the  abo^e- 
uientioned  and  other  Scholarships,  or  for  Pro- 
spectuses of  the  College  in  all  Faculties,  or  for 
particulars  of  Post-graduate  and  Research  work, 
should  be  made  to 

WALTER  W,  SETON,  M.A„ 

Secretary. 
University  College,  London. 
(Gower  Street,  W.C.) 


(Utttpereifj  ^utoriaf  Coffege* 

LONDON. 

iAjfiliateil  to  University  Correspnnilence  Cullege.) 


LONDON  MATRICULATION. 

Morning,  Afternoon,  and  Evening  Classes  for  the 
June  and  September  Examinations  can  be  taken  up 
at  any  time  at  proportionate  fees. 

At  the  last  June  Matriculation  41  Students  of 
Umversity  Tutiirial  Colleqe  were  successful,  and 
at  the  September  Examination  XJ.T.C.  Students 
formed  nearly  one-Jifth  of  the  whole  list  published 
by  the  Universit y , 

MEDICAL  PRELIMINARY 

(COLLEGE  OF  PRECEPTORS). 

Classes  are  held  lor  the  College  of  Preceptors 
Examination  (Medical  Preliminary)  and  other 
Entrance  Examinations. 


PRIVATE  TUITION. 

Private  tuition  may  be  taken  up  at  any  time 
either  during  Term  or  in  the  ordinary  School 
Vacations,  in  all  subjects  for  London  Univ-ersity 
and  other  Examinations,  or  for  independent  Study, 
Fees :  Eight  hours,  £2,  2s.;  Twenty-one  hours,  £5. 5s. 


Full  particulars  may  be  had.  post  free,  from 
THE  PRINCIPAL, 

UNIVERSITY  TUTORIAL  COLLEGE, 
RED  LION   SQUARE,  HOLBORN,  W.C. 


Normal 

(FOVNDED  1889.) 
EXAMINATIONS 


FOR  WHICH  THE  NORMAL 
PREPARES. 


A.C.P.  and  L.C.P. 

College  of  Pst'ceptors. 
Professional  Pielimin- 

ary. 
Froebel. 
L.L.A. 

Pupil  Teacheis. 
Preliminary  Certif. 
Certiticate. 
Oxford  Locals. 


County  Council 

Scholarships. 
Matriculation, 
Defiree  Examination. 
Hygiene. 
Languages. 
Music. 
Science  and  Art. 

Other  Qualifying 
Exams. 


SPECIALISTS   IN    POSTAL   TUITION. 


NORMAL  CORR.  COLLEGE, 

47  Mklford  Road,  East  Ddlwich,  S.E..  and 
110  AvosDALK  Square,  London,  S.E. 


rimE  "CYRANO"  SCHOOL  FOR 

X      GIRLS,    LAUSANNE,  SWITZERLAND.— 

First  Class  Educational  Home  for  Girls  wishing  to 
pursue  special  studies  in  French  as  well  as  other 
languages.  Art,  and  Music.  ;Modern  building.  Plenty 
of  outdoor  exercises  ;  riding,  tennis,  croquet,  rowing. 
Special  care  for  each  girU  pjverything  is  done  to 
create  a  typically  French  atmosphere.  Principal  : 
Mademoiselle  L.'BAUEliRE.  Miss  CnAVE,  Cannes- 
field  House,  Taunton,  Somerset,  who  has  already 
been  in  the  School  two  years,  is  in  England  for  the 
present,  should  any  inquiries  be  needed. 


IVCsssiTS 

TRUMAN  &  KNIGHTLEY, 

I.TD., 

§6itcafionaC  ^geiifs, 

158    to    162    OXFORD    STREET, 
LONDON,  W. 

Directors : 

S.  A.  TRUMAN. 

JAMES  HEARD,  B.A. 

(Trinity  College,  Cambridge). 


Telegrams -"TUTORESS,  LONDON." 
Telephone-No.  1136  City. 

Thi»  Agency  isxtiider  dist iuguished  patron- 

age,  including  that  of  the  Principals  of 

waiiy  of  our  leading  Schools, 


A.— EMPLOYMENT  DEPARTMENT. 

(i)  ASSISTANT  MASTERS  &  TUTORS. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  University  and  other  qualified 
ENGLISH  and  FOREIGN  MASTERS 
and  TUTORS  to  Schools  and  Private 
Families. 

(ii)  ASSISTANT  MISTRESSES. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  University,  Trained,  and  other 
qualified  ENGLISH'and  FOREIGN  LADY 
TEACHERS  to  Girls'  and  Boys'  Schools. 

(iii)  LADY    MATRONS   AND    HOUSE- 
KEEPERS. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  well  qualified  and  experienced 
LADY  MATRONS.  HOUSEKEEPERS, 
and  HOUSE  MISTRESSES  to  Boys'  and 
Girls'  Schools. 

No  charge  Is  made  to  Principals,  and  no  ohargs 
of  any  kind  is  made  to  candidates  unless  an  en- 
gagement be  secured  through  this  Agency,  when 
the  terms  are  most  reasonable 

B.— SCHOOL  TRANSFER    DEPARTMENT. 

A  separate  Department,  under  the  direct 
management  of  one  of  the  Principals,  is 
devoted  entirely  to  the  negotiations  connected 
with  the  Transfer  of  Schools  and  Introduction 
of  Partners, 

MESSRS.  TRUMAN  &  KNIGHTLEY, 
being  iu  close  and  constant  communication 
with  the  Principals  of  nearly  all  the  chief 
Girls'  and  Boys'  Schools  in  the  United 
Kingdom,  to  many  of  whom  they  have  had 
the  privilege  of  acting  as  Agents,  and  having 
on  their  books  always  a  large  number  of 
thoroughly  genuine  Schools  for  Sale  and 
Partnerships  to  negotiate,  as  well  as  the 
names  and  requirements  of  numerous  would- 
be  purchasers,  can  offer  unusual  facilities 
forsatisfactorily  negotiating  theTRANSPER 
of  SCHOOLS,  and  arranging  PARTNER- 
SHIPS. 

No  charge  is  made  to  Purchasers. 

All  communications  and  inquiries  are 
treated  in  the  strictest  confidence. 

C— PUPILS'  DEPARTMENT. 


MESSRS.  TRUMAN  &  KNIGHTLEY 
have  a  carefully  organized  Department  for 
the  introduction  of  Pupils  to  Schools  and 
other  Educational  Establishments.  No 
charge  is  made  for  registration. 

Any  negotiations  entrusted  to  MESSRS.  TRUMAN 
&  KNIGHTLEY  receive  pr»mpt  and  careful 
attention,  every  effort  being  made  to  save 
clients  as  much  time  and  trouble  as  passible. 

Fidl  particulars  will  be  forioarded  on  applicati">i. 


44 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


THE 


MIDDLESEX  HOSPITAL 
MEDICAL  SCHOOL. 

(UNIVERSITY    OF     LONDON.) 


The  Hospital  and  School  are  fully  equipped 
for  teaching  the  entire  Medical  Curriculum, 
including  instruction  in  Maternity  Wards. 

HOSPITAL    APPOINTMENTS. 

In  addition  to  Clerkships  and  Dresser- 
ships,  Twenty-two  Resident  Appointments 
are  annually  open  to  all  General  Students. 
Also  Medical,  Surgical,  and  Obstetric  Regis- 
trars are  appointed  as  vacancies  occur. 

SCHOLARSHIPS    AND    PRIZES. 

Scholarships  and  Prizes  to  the  value  of 
over  £1000  are  awarded  annually. 

Full  particulars  may  be  obtained  on 
application  to 

H.  Campbell  Thompson,  M.D.,  F.R.C.P., 
Dean  of  the  Medical  School, 

Middlesex  Hospital,  London,  W. 


G 


UT'S 


HOSPITAL 

SCHOOL. 


MEDICAL 


The  Hospitiil.  which  is  situated  two  minutes' 
walk  from  London  Bridge,  contains  617  beds. 

The  Prehniinar.v  Science  Classes  for  the  First 
Examination  for  Medical  Degrees  of  the  University 
of  London,  and  for  the  First  Examination  for  the 
Conjoint  Diploma  start  on  the  1st  May  and  the  1st 
October  annually. 

The  "Medical  School  buildings  have  all  been 
re-built  or  erected  since  1905 :  the  Department  of 
Anatomv  in  1904,  of  Biology  in  1905,  of  Physiology 
in  1910.  of  Chemistry  in  1910,  of  Physics  in  1910,  and 
of  Patholotry  in  1912.  The  "Wills  Librai'y  was  pre- 
sented in  1903,  the  Gordon  Museum  in  1905, 

The  Students'  Club  and  Residential  College  were 
erected  in  1890  at  a  cost  of  £21,000.  The  Club 
contains  reading,  dining,  and  smoking  rooms ; 
wliile  the  College  aflords  accommodation  for  about 
60  Students,  who  may  be  summoned  to  the  "Wards 
at  an.v  hour  of  the  da.y  or  night.  Adjoining  the 
Club  are  the  Pavy  Gymnasium,  a  covered  swimming 
bath,  and  a  squash  racquet  court. 

The  Athletic  Ground,  of  9  acres,  is  situated  at 
Honor  Oak  Park,  distant  about  15  minutes  by  train. 

For  full  particulars  as  to  fees  and  courses,  and 
for  permission  to  be  conducted  over  the  School 
Buildings,  application  should  be  made  to  the  Dean, 
Guy's  Hospital,  S.E. 

"POYAL  COLLEGE  OF  PHY- 
J-^  SICIANS  OF  EDINBURGH, 
ROYAL  COLLEGE  OF  SURGEONS 
OF  EDINBURGH,  ROYAL  FACULTY 
OF  PHYSICIANS  and  SURGEONS 
OF  GLA.SGOW. 

Copies  of  Regulations  for  the  Triple  Qualification 
of  this  Board  (L.R.C.P.E..  L.R.C.S.E.,  and  L.R.F.P. 
&  S.G.),  containing  dates  of  Professional  Examina- 
tions for  year  1915,  Curriculum,  &c.,  may  be  had 
on  application  to  D.  L.  Eadie,  50  George  Square. 
Edinburgh,  Registrar  for  Edinburgh;  or  from 
Walter  Hurst,  Faculty  Hall,  242  St.  Vincent 
Street,  Glasgow,  Registrar  for  Glasgow. 


EDUCATIONAL  AGENCY. 

(Established  over  80  Years.) 
Proprietors :— 

Messrs.  Grifflths,  Powell,  Smith  AFawcett. 

Offices :— 34.  Bedford  Street,  Strand ;  and 
22  Henrietta  St.,  Coveut  Garden,  London,  W.C. 

Telegraphic  Address :—"  Scholasque,  London." 
Telephone :— 1021  Gerrard. 

ScJiolastic. 

Head  Masters  and  Principals  of  Fnbllo 
and  Private  Schools  desirous  of  engaging  quali- 
lied  and  well  reeoniniended  English  or  Foreign  Resi- 
dent, Non-resident,  or  Visitinf?  Assistant  Masters, 
can  have  eligible  Candidates  introduced  to  them 
(free  of  charge)  by  stating  their  requirements  to 
Messrs.  Griffiths,  Powell.  Smith  &  Fawcett. 

A  Iiist  of  Easter  (1915)  Vacancies  will  be 
forwarded  on  application  to  Graduates  and  other 
well  qualified  Assistant  Masters  seeking  »p 
pointments  for  next  term. 

Schools  Transferred  and  Valued,  Part- 
nerships arranged.  No  charge  unless 
sale  effected.  List  of  Boys'  and  of  Girls' 
Schools  and  School  Partnerships  for  Sale, 
sent  Gratis  to  intending'  Purchasers,  TO 
WHOM  HO  COMMISSION  IS  CHABGES. 

A.ssistnHt  Mistresses. 

HeadMlstresses  and  Principals  of  Public 
and  Private  Schools  requiring  English  or 
Foreign  Assistant  Mistresses  can,  on  appli- 
cation to  Messrs.  GRIFFITHS,  FOWELl., 
SMITH  Ss  FAWCETT,  have  suitahle  Candi- 
dates placed  in  immediate  communication 
with  them  free  of  charge. 

A  List  of  Easter  (1915)  Vacancies  will  be 
forwarded  to  English  and  Foreign  Assist- 
ant Mistresses  and  other  Teachers  on 
application.    Liberal  Salaries. 


TRINITY    COLLEGE    OF    MUSIC  (Inst.  i872). 

Chairman  of  Board :  SIR  FREDERICK  BRIDGE.  C.V.O..M  A.,  Mus.D. 
Director  of  Studies :  G.  E.  HAMBRIDGE.  F.T.C.L..  F.R.A.M. 
Director  of  Examinations  :  C.  W.  PEARCE.  Mus.D. 

Students,  whether  advanced  or  beginners,  may  enter  at  any  time,  and  are 
received  for  a  single  subject  or  the  course. 

Candidates  for  The  Eighteen  Scholarships  entitling  to  complete  preparation 
for  Degrees  in  Music  nf  the  London  University  must  liave  passed  the  foiversity 
Matriculation  Examination  or  an  equivalent.  Full  particulars  post  free  on 
application.  SHELLEY  FISHER.  Secretary. 

Mandeville  Place,  Manchester  Square,  London,  W. 


PHILIPS'      1 32  Fleet  St,  London  I 


PIERS  PLOWMAN  HISTORIES 

Describe 

The  Life  of  the  People 


The  JOURNAL  OF  EDUCATION 

is  now  in  its  FORTY-SEVENTH  YEAR  OF 
ISSUE.  The  PREPAID  ANNUAL  SUB- 
SCRIPTION is  SEVEN  SHILLINGS  Inland; 
EIGHT  SHILLINGS  Abroad.  A  SINGLE 
COPY  costs  EIGHTPENCE  post  free. 

"The  comments  on  Colonial  and  Foreign  educational  move- 
ments arc  most  helpful." — The  Manchester  Courier. 

William  Rice,  3   Ludgate  Broadway, 
LONDON,  E.G. 


THE 


School  World, 


A  MONTHLY  MAGAZINE  OF  EDUCATIONAL 
WORK  AND   PROGRESS. 


npHE  aim  of  "The  School  World"  is  to 
provide  teachers  with  information  of 
practical  and  permanent  value.  To  this  end 
all  important  changes  and  developments 
affecting  any  branch  of  education  are  dealt 
with  by  leading  educational  authorities  and 
experienced  teachers. 

The  magazine  is  indispensable  to  all  edu- 
cational workers  who  desire  to  keep  in  touch 
with  modern  methods  of  education. 


PRICE  6d.      VOLUME  XVI,  1914,  7s.  6cl.  net. 

*,*  A  neuj  volume  began  with  tlie  January  number. 


MACMILLAN  &  CO.,  Ltd..  London. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


45 


THE     COLLEGE 


1915. 
OF 


PRECEPTORS 


INCORPORATED    BY    ROYAL   CHARTER 

BLOOMSBURY  SQUARE,  LONDON,  W.C 


LECTURES     FOR    TEACHERS 

ON    THE 

SCIENCE,     ART,     AND     HISTORY     OF     EDUCATION. 


PSYCHOLOGY  AND  ITS  EDUCATIONAL  APPLICATIONS. 

To  be  delivered  by  JOHN  ADAMS,  M.A.,  B.Sc,  LL.D.,  F.C.P.,  Professor  of  Education  in  the  University  of  London. 

The  First  Course  of  Lectures  (Forty-third  Annual  Series)  will  begin  on  Thursday,  February  11th,  at  7  p.m. 

The  course  is  meant  to  rufet  the  needs  of  teachers  who  wish  to  improve  their  acquaintance  with  what  underlies  tlie  principles  ot  their  profession,  whethei- 
such  teachers  have  any  examination  in  view  or  not.  The  subject  will  be  so  treated  as  to  fit  in  with  the  requirements  of  the  College  in  connexion  with  the 
examinations  for  the  Associateship,  the  Licentiateship.  and  the  Fellowship.  The  reading  ot  the  students  will  be  guided,  and  problems  set  for  their  exercise. 
The  lectures  will  give  teachers  an  opportunity  of  keeping  in  touch  with  the  newer  developments  of  educational  studies,  and  will  be  illustrated  by  practical  appli- 
cations of  psychological  principles  to  the  work  of  the  classroom. 

SYLLABUS. 

instincts  :  basis  ot  habit :  association  as  a  general  principle  of  organic  develop- 
ment:  relation  ot  habit  to  instinct:  racial  and  individual  habit:  formation 
ot  habits :  the  elimination  of  consciousness :  turning  the  conscious  into  the 
unconscious :  the  upper  and  the  lower  brain  :  the  breaking  ot  habits :  thc 
possibility  ot  habit  forming  being  abused  apart  from  the  quality  nt  the  habits 
formed  :  accommodation  and  co-ordination  :  the  growing  point. 

VIII.  (.April  29.)  Attention.  — The  manipulation  ot  consciousness:  the- 
prehensile  attitude  :  state  of  preparedness  for  any  one  of  a  limited  number  ol 
contingencies:  the  mechanism  of  attention:  the  vaso-motor,  respiratory,  and 
muscular  elements  :  the  span  ot  attention :  field  of  attention :  distinction 
between  area  and  intensity  ot  attention :  physiological  rhythm  of  attention  : 
psychological  rhythm  —  alternation  of  concentration  and  dillusion  beats: 
unsatisfactory  classification  of  the  kinds  of  attention  :  p:issing  from  the  vohin 
tary  to  the  non-voluntary  form  :  interaction  between  interest  and  attention  : 
absorption. 

IX.  (May  6.)  Judgment  and  Reasoning. —  The  narrower  and  wider 
mennins  otjtijgmient :  distinction  between  understanding  and  reason:  logical 
aspects  of  judgment :  connotation  and  denotation  :  the  laws  of  Thought  as 
Thought :  the  syllogism  :  meaning  of  reasoning  :  relation  between  form  and 
matter  in  thinking :  the  need  for  internal  harmony  :  exact  nature  of  thinking  : 
the  purposive  element :  fitting  means  to  ends  by  the  use  of  ideas  :  the  two 
recognized  logical  methods  —  deductive  and  inductive:  their  interrelations: 
their  special  uses  in  teaching :  analogy. 

X.  (Jlay  13.)  The  Emotions. —V&Tions  theories  ot  the  nature  of  the 
emotions  :  evil  reputation  of  the  emotions  among  the  philosophers  :  relation  of 
the  emotions  to  the  intellect :  Macdougall's  theory  of  the  relation  between  the 
instincts  and  the  emotions :  .Shand's  theory  of  the  relation  between  the 
emotions  and  the  sentiments  :  educational  importance  ot  this  theory  ;  Lange- 
James  theory  of  the  relation  between  the  emotions  and  their  expression :  the 
mechanism  of  the  emotions :  the  vascular  theory  and  the  nerve  theory : 
manipulation  of  this  mechanism  by  the  educator. 

XI.  [May  20).  The  ITzK.— Fallacy  of  the  popular  demonic  view:  unity  ot 
the  ego  and  the  will :  unsatisfactory  nature  ot  the  view  that  the  will  is  "  the 
choice  beween  alternatives":  nature  of  motives:  fallacy  ot  the  popular  view 
of  "  the  strongest  motive  "  :  relation  between  desire  and  will :  the  evolution  of 
the  will  :  relation  ot  the  will  to  the  circle  of  thought :  possibility  of  training 
the  will  of  another  :  explanation  of  the  phenomena  of  indecision  :  psychological 
meaning  of  the  freedom  ot  the  will :  the  meaning  ot  ahoulia :  fallacy  of 
"  breaking  the  will."' 

XII.  (May  27.)  Character  and  Conduct.—"  Conduct  is  character  in  action, 
character  is  the  accumulated  capital  ot  conduct":  man's  whole  spiritual 
nature  is  involved  in  character:  distinction  among  the  terras  character,  per- 
sonality, individuality:  temperament  and  its  relation  to  chai-aeter :  types  of 
character  :  various  classifications  of  characters  by  the  French  psychologists : 
mutability  of  char-acter :  views  ot  Schopenhauer  and  others :  examples  ot 
modification  of  char-acter  under  external  pressure  :  the  sanction  tor  such 
pressure :  tlie  conditions  under  which  the  educator  may  conscientiously  seek. 
to  modify  the  char-acter  of  the  edttcand. 


I.  (Feb.  11.)  The  Problem  of  Psychology.— Claims  of  psychology  to  rank 
as  a  science :  peculiar  nature  of  its  subject-matter ;  consciousness  :  the  inner 
and  the  outer  world :  the  ego  and  the  non-ego  :  essential  bipolarity  :  the  unity 
of  experience  :  relation  between  body  and  mind;  consciousness  as  epi-phenom- 
enon  :  the  relation  ot  education  to  psychology  :  place  of  the  educational  expert 
between  the  pure  psychologist  and  the  practical  teacher. 

II.  (Feb.  18.)  Experimental  Methods.— Vahie  ot  the  different  kinds  of 
psychology  (a)  old-fashioned  descriptive,  (b)  empirical,  (c)  rational,  (d)  genetic  : 
introspection  :  need  for  an  objective  .standard  :  statistical  method  :  correlation  : 
different  kinds  of  development  of  psychology  in  the  school,  the  study,  and  the 
laboratory:  use  of  apparatus:  combination  of  rational  and  experimental 
psychology:  various  kinds  of  experiments:  danger  and  difficulties  of  ex|.eri- 
menting  by  teachers:  need  for  "controls"  of  experiments:  what  the  teacher 
may  legitimately  demand  from  the  psychologist. 

III.  (Feb.  25.)  Sensation  and  Perception.— 'Roth  sensation  and  perception 
are  direct  and  deal  with  stimuli  here  and  now  present :  limitations  ot  pure 
sensation  :  the  threshold  of  sensation  :  the  introduction  of  mearring  marks  the 
emergence  of  perception  :  the  so-called  training  of  the  senses  ;  the  theory  of 
the  fixed  coertrcient :  prodigality  ot  sense  stimuli  and  the  need  for  selection  : 
"  the  preferred  sense "  ;  common  misunderstanding  of  the  term:  substitution 
of  one  sense  for  another  :  interpretation. 

IT.  (March  4.)  Ideas.  —  The  passage  from  perception  to  apperception: 
ordinary  psycirological  meaning  of  conception ;  resulting  abstraction  :  the 
"  faculty  psychology  "  :  ideas  as  modes  of  being  conscious:  idea  as  specialized 
faculty :  presented  content  and  presentative  activity  :  interaction  of  ideas : 
fusion,  complication,  and  arrest :  place  and  function  of  each  of  these  in  the 
teaching  process :  the  dynamic  and  the  static  threshold  :  the  conscious,  the 
unconscious,  and  the  srrbconscious  in  relation  to  ideas :  apperception  masses 
and  soul  building. 

V.  (March  11.)  Memory. — Retention  and  recall ;  mediate  and  immediate 
recall :  association,  convergent  and  divergent :  use  of  suggestion :  native 
powers  of  retention  and  recall  :  "  brute  "  memory  :  possibility  of  "  improving 
the  memory  "  :  purposive  element  in  memory ;  need  for  selection  of  material 
to  be  memorized  :  mnemonics  and  the  educational  applicjitions :  learning  "  by 
rote":  atterjipted  distinction  from  learning  "by  heart":  verbal,  pictorial, 
and  rational  memory  :  memoi-y  by  categories  :  personal  identity  and  memory  : 
connexion  between  memory  and  reality. 

VI.  (.Varch  18.)  Imagination.  —  Interpenetration  of  memory  and  imagin- 
ation :  literal  meaning  of  imagination  :  the  series — percept,  image,  generalized 
image,  concept :  marripulation  of  images  ;  unintelligent  limitation  ot  the  term 
imagination  to  the  aesthetic  aspect ;  suspicions  of  serious-minded  persons  :  the 
rrse  ot  the  imaginatiorr  in  science :  its  place  in  the  formation  of  hypotheses  : 
clearly  imaged  ends :  imagination  as  an  aid  and  also  as  a  hindr-ance  to 
thinking  :  imagination  should  not  be  limited  to  the  pictorial :  nature  of  ideals : 
the  case  for  day-dreaming. 


VII.  (March  25.)     Instincts  and  Babits. — Nature  of  instinct: 
misconceptions :    order  of  development  of  the  human  instincts  : 


prevailing 
atrophy  ot 


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THE  EDUCATIONAL  TIMES. 


47 


CONTENTS. 


Leader : 
Notes  , 


Schools  and  Military  Training  . 


Page 
47 

48 


The  Januarv  Conference — Mr.  Acland  and  the  Press— The  Work 
of  the  T.R.C.— The  Board's  Proposals— The  Examining  Bodies 
—The  Examination  Thermometer- Laboratory  Equipment- 
Inhabited  House  Duty— Kinemas  and  Education  Committees— 
The  Future  of  the  T.K.C.— Boy  Labourers- Two  Pioneers— The 
Examination  Circular  —  National  Ideals — Government  by 
Officials — Reports  of  Meetings. 

Summary  of  the  Month  51 

The  Registration  Council  and  Circular  819     5.'? 

Further  Experiments  in  Partnership  Teaching.     By  Norman 

Mac  Munn n5 

The  League  of  the  Empire.     By  Winifred  Felkin 55 

Poetry :    To   France,    by   Lilian   Fairbrother   Ramsey ;    A 

Vision  of  Vengeance,  by  A.  C.  Bray   56 

CorrespondoDce      57 

Current  Events     57 

The  Teachers'  Register  58 


Page 

Prize  Competition     58 

Sir  Henry  Miers    59 

Fiirster's  Foundations  of  Christian  Education.      Translated 

by  S.  E.  Howe  (cunclud^d)  61 

Compulsory  Games  at  Schools.    By  Charles  A.  Parker 64 

ReTiews 67 

What  do  we  mean  by  Education  (Welton)  ;  The  New  Parents' 
Assistant  (Paget)';  Verses.  'Varsity,  Scholastic,  and  Otherwise 
(A.  C.  B.)  ;  Les  Pontes  Francais  du  Xl.Xe  Sii^cle  (Aums) ; 
Bannockbunt  (Morris);  Memorabilia  Mathematica  (Moritz); 
The  Essentials  of  French  Grammar  (Bell) ;  Modern  French 
Grammar  (I'e.shumbert  and  Mark  Ceppi) :  Cours  Francais  du 
Lycee  Perse,  II  (von  Glehn  and  Chouville) ;  Modern  Instru- 
ments and  Alethods  of  Calculation  (Horsburgh)  ;  A  Grjiuimar 
of  Late  Modern  English  (Poutsma)  ;  First-Fruits  of  the  Play 
Method  in  Prose  (Cock) ;  The  Rhyming  Thirds  (Paine). 

Overseas     71 

72 

75 


General  Notices    

Publications  Received  . 
Mathematics 


Zhc  Ebucational  XTimes. 


SCHOOLS   AND    MILITARY  TRAINING. 


The  English  people  are  not,  and  never  have  been, 
organized  as  a  military  nation.  In  the  present  War  we 
are  fighting  the  spirit  of  militarism,  which  seeks  to  im- 
pose obedience  to  the  State  as  the  one  law  of  life.  But 
the  War  has  shaken  us  out  of  the  confident  sense  of 
security  which  we  have  enjoyed  for  many  years.  It  has 
aroused  the  feeling  that  we  must  be  prepared  at  all  times 
to  defend  our  civilization  from  attack.  Everyone  must 
be  trained  and  ready  to  defend  his  country.  There  is  a 
choice  between  two  ways  —  either  compulsory  military 
service  during  manhood  or  compulsory  training  during 
boyhood  and  adolescence.  The  former  method  is  alien  to 
the  national  feeling ;  the  second  is  the  method  by  which 
the  country  can  be  made  ready  for  defence  without 
putting  itself  under  the  yoke  of  militarism.  School- 
masters are  called  upon  to  decide.  Only  by  training 
boys  in  military  service  during  the  school  age  can  we 
forestall  the  demand  for  consci'iption.  The  decision  is  a 
momentous  one.  The  Associations  of  Head  Masters  and 
of  Assistant  Masters  have  passed  resolutions  at  their 
.January  meetings  in  favour  of  military  training  in 
secondary  schools  for  boys. 

The  two  resolutions  aie  as  follows  : — That  of  the  Head 
Masters — "That,  in  the  opinion  of  this  Association,  in- 
struction in  all  the  military  drill  and  the  use  of  the  rifle 
should  form  part  of  the  education  of  all  boys  in  secondary 
schools";  that  of  the  Assistant  Masters  —  "That  this 
Association  supports  the  policy  of  universal  military 
training  in  all  schools,  while  safeguarding  the  interests 
of  conscientious  objectors."  Conscientious  objectors  must, 
as  the  Assistant  Masters  advise,  be  respected.  We  are 
no  believers  in  compnlson.  We  have  now  in  schools 
what  are  called  compiilsory  games  ;  but  that  does  not 
meaH  that  every  boy,  fit  or  unfit,  willing  or  unwilling, 
is  forced  on  to  the  playing  field.     Where  conscription  is 


the  law,  it  is  doubtful  whether  the  State  claims  more 
than  half  the  manhood  of  the  country.  For  one  reason 
or  another,  some  50  per  cent,  are  rejected  or  not  called 
upon.  In  schools  the  percentage  relieved  from  drill 
would  certainly  be  much  smaller. 

To  many  people  the  word  "  military  "  has  a  sinister 
sound  ;  but  circumstances  change,  and,  properly  handled, 
the  word  loses  much  of  its  dreaded  significance.  It  may 
be  pointed  out  that,  although  the  movement  for  military 
training  has  come  upon  us  now  with  especial  force,  it  is 
in  reality  no  new  thing.  Since  the  Boer  War  we  have 
had  the  Boy  Scouts,  whose  founder  has  more  than  once 
been  called  the  greatest  educator  of  this  age  ;  we  have 
the  Officers'  Training  Corps  established  in  almost  in 
every  large  secondary  school ;  we  have  Cadet  Corps, 
Boys'  Brigade,  Church  Lads'  Brigade,  and  other  associa- 
tions of  similar  import.  Gradually,  almost  without  our 
being  aware  of  the  fact,  boys  have  been,  during  the  last 
ten  years  or  so,  acquiring  the  foundations  of  military 
training.  It  is  this  which  has  made  it  possible  to  turn 
them  into  soldiers  with  brief  delay.  We  have  preferred, 
in  the  schools,  to  speak  of  physical  training  rather  than 
of  military  training,  but  the  actuality  has  been  much  the 
same. 

If  the  scliools  had  been  unwise  enough  to  say  that 
scouting  was  outside  their  purview,  that  they  were 
engaged  with  things  of  the  intellect  alone :  if  they  had 
declined  to  give  time  for  physical  exercises  and  had 
refused  to  organize  Officers'  Training  Corps— then  we 
should,  undoubtedly,  have  seen  a  very  strong,  and  pro- 
bably irresistible,  movement  for  conscription  in  this 
country.  As  we  are  opposed  to  conscription,  we  rejoice 
that  the  schools  hare  saved  the  situation,  for  it  cannot 
be  doubted  that  the  Head  Masters'  Association  and  the 
Assistant  Masters'  Association  together  represent  a  very 
large  body  of  opinion  among  teachers  in  secondary 
schools. 

A  further  word  must  be  said  to  explain  the  use  of  the 
word  "  military  "  tind  to  justify  such  training  as  part  of 
the  life  of  a  secondary  school.  Military  training  does  not 
consist  only  of  pai'ade-ground    work,    of    forming  fonrf^, 


48 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


wheeling,  and  shouldering  a  rifle.  It  consists  in  training 
and  practising  qualities  that  are  moral  and  intellectual 
no  less  than  physical.  Obedience,  alertness,  endurance, 
observation,  and  initiative  are  amongst  these.  Scientists 
tell  us  now  that  qualities  gained  in  one  sphere  of  work 
are  not  necessarily  carried  into  another.  Observation 
practised  in  the  laboratory  need  not  extend  to  the  field  ; 
ingenuity  in  Latin  verse  does  not  necessarily  imply  a 
similar  power  of  taking  cover  under  rifle  fire  ;  obedience 
in  the  form  room  does  not  prepare  for  a  ready  i-esponse  to 
the  word  of  command  given  by  an  ofiicer.  Militaiy 
virtues  must  be  practised  in  the  field  of  military  opera- 
tions. The  powers  that  are  needed  by  soldiers  must  be 
acquired  with  soldiering  in  view. 

On  the  other  hand,  it  must  not  be  supposed  that,  in 
using  the  word  "  militiiry,"  we  are  advocating  that  boys 
of  twelve  should  be  made  into  little  soldiers.  In  every 
profession  there  is  preparation.  Scales  are  practised  on 
the  piano  before  compositions  are  played  ;  the  multiplica- 
tion table  is  learnt  before  problems  are  solved.  For  boys 
up  to  the  age  of  thirteen  or  fourteen  the  training  given  in 
the  Scouts  is  admirable.  It  is  suited  to  the  age  and 
development  of  the  boys.  It  brings  out  the  qualities 
that  lie  at  the  root  of  good  soldiering  no  less  than  at  the 
root  of  good  citizenship.  It  is  liked  enthusiastically  by 
the  boys  themselves,  to  whom  at  this  period  formal  mili- 
tary drill  is  unattractive.  At  the  age  of  fourteen,  or 
thei-eabouts,  tlie  boy  is  ready  to  join  a  Cadet  Corps  and 
learn  how  to  handle  a  rifle.  Later,  perhaps  at  the  age  of 
seventeen  or  eighteen,  he  can,  with  profit,  give  a  con- 
siderable slice  of  his  time  to  a  more  definite  military 
training. 

In  these  columns  we  deal  especially  with  secondary 
schools,  but  we  may  just  say  in  passing  that,  as  far 
as  conoems  the  elementary  schools,  the  same  plan  would 
be  effective.  Scouting  to  the  age  of  fourteen,  and  then 
an  extra  year  at  school  devoted  largely  to  physical  train- 
ino-,  or  else  a  certain  period  in  each  of  the  three  years 
that  follow.  The.  arguments  in  favour  of  this  proposal 
are  mainly  these  :  intellectual  pressure  in  the  later  years 
of  secondary-school  life  has  become  so  great  as  to  be 
a  danger  to  health.  It  would  be  well  to  lighten  this 
pressure  by  assigning  a  considerable  portion  of  time  to 
physical  exercise.  Boys  of  seventeen  and  eighteen,  ac- 
customed to  school  discipline,  would  find  the  military 
drill  less  irksome  than  they  would  do  at  a  later  age. 
The  period  of  compulsory  military  service  usually  comes 
when  the  career  is  chosen  and  the  young  man's  mind  set 
upon  success  in  that  career.  He  grudges  the  interruption 
in  what  lie  has  chosen  as  his  life's  work.  If  the  training 
were  taken  during  the  school  period,  tliis  feeling,  if 
present  at  all.  would  have  less  force. 

Gradually,  during  the  last  ten  j'ears,  physical  exercises, 
combined  in  many  cases  with  rifle  shooting  and  military 
drill,  have  won  a  secure  place  in  onr  secondary 
schools.  The  idea  that  school  was  a  place  for  the  exer- 
cise of  the  intellect  alone  has  given  way  to  the  wider 
view    that    school    concerns    the   whole    life   of    the   boy. 


Organizations  such  as  the  Boys  Scouts  and  the  O.T.C. 
have  brought  preparation  for  military  training  into  the 
schools  even  while  the  name  was  denied.  The  feeling  is 
now  generally  insistent  that  every  man,  who  is  physically 
fit  and  whose  conscientious  adhesion  is  assured,  should  be 
trained  so  as  to  be  able  to  defend  his  country  by  force  of 
arms  whenever  necessity  shall  arise.  This  feeling  can  be. 
in  our  opinion,  better  satisfied  by  giving  at  school  the 
training  needed  than  by  compulsory  military  service  to 
follow  the  school  period.  We  are  sure  that  the  masters 
in  the  secondary  schools  have  made  a  right  decision. 


NOTES. 

The  sight  of  academic  speakers  wearing  khaki,  and 
ladies  in  the  audience  busy  with  knitting 
'^clnfTrencl  needles,  was  sufficient  to  indicate  that 
this  year's  meeting  of  teachers  at  the 
London  University  was  held  under  exceptional  condi- 
ditious.  The  War  insinuated  itself  as  persistently  into 
the  speeches  as  King  Charles's  head  into  Mr.  Dick's 
memorial  :  contrasts  between  English  and  German 
theories  of  education  pervaded  the  whole.  Nothing  else 
could  have  been  expected.  Bishop  Welldon  opened  the 
proceedings  with  an  address  in  which  he  compared 
Culture  and  Kultur.  He  thought  modern  Germany  had 
rightly  seen  that  the  true  test  of  education  or  culture  was 
citizenship,  but  she  had  been  altogether  wrong  in  her 
estimate  of  citizenship.  True  citizenship  was  the  end  of 
education,  and  when  this  was  more  fully  realized  in  Eng- 
land we  should  be  less  eager  to  get  results  tested  by  crude 
methods  of  examination  at  an  earlj'  age.  Examination, 
he  said,  demanded  an  accuracy  of  judgment  not  always 
found  in  examiners,  and  fostered  in  children  the  spirit  of 
competition. 

It  was  an  excellent  idea  on  the  part  of  the  Chairman  of 
the  Teachers'  Registration  Council  to  invite 
and'thep"ess.  representatives  of  the  Educational  Press 
to  be  present  at  a  discussion  on  the  ex- 
amination proposals  put  forward  by  the  Board  of  Education. 
We  have  previously  expressed  the  view  that  the  Registra- 
tion Council  shrouded  their  deliberations  in  an  impolitic 
veil.  The  Council  are  the  body  representative  of  teachers, 
and  the  more  they  take  the  teachers  into  their  confidence 
the  stronger  will  be  their  position  and  the  more  valuable 
their  work.  That  so  many  teachers  have  held  aloof  and 
omitted  to  seek  registration  may  be  accounted  for  parlly 
by  the  general  ignorance  of  what  the  Council  are  doing. 
We  do  not  ask,  nor  do  we  think  it  desirable,  that  the 
Press  should  be  admitted  to  all  the  meetings,  but  we  do 
claim,  in  the  interests  of  the  teaching  profession  no  less 
than  of  the  Council  themselves,  that  a  full  report  of  the 
proceedings  should  be  issued  from  time  to  time.  If  the 
Council  are  to  represent  teachers,  it  is  essential  that  we 
should  know  what  they  are  thinking,  saying,  and  doing. 


Mr.   Acland  made  a   short   statement  concerning  the- 


Feb.  ],  1915.] 


THE  EDUCATIONAL  TIMES. 


49 


origin  and  constitution  of  the  Council, 
the  T°R  C  ^^'^  ^^^"^  called  upon  the  chairmen  of  the 

various  committees  to  report  progress  in 
the  light  of  the  meetings  that  had  been  held  during  the 
month.  The  general  view  expressed  was  that  the  period 
of  hesitation  had  passed,  and  that  in  the  immediate  fviture 
there  would  be  a  large  addition  to  the  number  of  appli- 
cants for  registration.  This  is  good  hearing.  Mr.  Acland 
pointed  out  that,  now  the  Council  had  settled  the  condi- 
tions of  entry  to  the  Register,  they  were  free  to  consider 
other  matters,  and  as  an  earnest  of  their  intention  to  deal 
with  points  of  interest  to  teachers  they  had  invited  the 
jiress  to  be  present  at  a  discussion  on  the  Board's 
examination  proposals.  We  consider  this  announcement 
(o  be  of  very  great  importance.  It  gives  a  clear  indication 
that  the  Council  will  not  limit  their  deliberations  to 
questions  concerning  Registration,  but  that  they  look 
upon  themselves  as  entrusted  with  the  welfare  of  the 
teachers,  and  are  prepared  to  act  as  their  leaders  on  all 
professional  matters. 

The   discussion    was    opened    by  Mr.    Somerville,   who 
especially  emphasized  the  wisdom  of  the 
Proposals  Board's  proposal  that  external  examina- 

tions in  secondary  schools  should  be  taken 
only  bv  pupils  of  the  age  of  sixteen  or  over.  Miss 
Gadesden  supported  this  view.  Theoretically  they  are 
right.  If  secondary  education  is  to  be  defined  as  a  course 
of  education  endingnot  earlier  than  theageof  sixteen,  and  if 
the  wisdom  of  external  examinations  is  granted,  then  it  is 
reasonable  to  argue  that  no  pupil  should  be  submitted  to 
the  test  of  an  external  examination  below  that  age.  But, 
while  looking  forward  to  an  ideal  state  of  affairs,  it  is 
necessary  to  keep  in  sight  existing  conditions.  Mr.  Somer- 
tille  and  Miss  Gadesden  spoke  of  types  of  schools  with 
which  they  are  familiar.  There  are  other  schools,  more 
numerous,  in  which  a  large  number  of  pupils  leave  before 
the  age  of  sixteen.  Parents  demand  that  these  should 
gain  some  sort  of  certificate  as  a  visible  stamp  to  attest 
the  education  they  have  received.  The  age  of  leaving  a 
secondary  school  is  rising,  and  we  hope  it  may  rise  further; 
but  at  present  it  is  not  possible  to  exclude  candidates 
under  sixteen  from  entrance  to  external  examinations. 


Moke  than  one  speaker   was  inclined  to  doubt  if  the 

Universities     were    the    best    bodies    to 
The  Examininq  -,      ,  •      x-  •  j 

Bodies  conduct      examinations      in      secondary 

schools.  It  was  urged  that  the  Uni- 
versity don  was  removed  from  sympathy  and  under- 
standing of  the  problems  of  teaching  in  the  schools,  and 
that,  while  the  subjects  of  study  in  these  schools  were 
becoming  wider  and  more  practical,  the  Universities 
remained  literary  and  academic.  We  have  no  doubts 
upon  the  subject.  The  proper  people  to  control  examina- 
tions in  schools  are  the  teachers.  In  other  professions  it 
is  the  rule  that  candidates  are  tested  by  members  of  the 
profession.  In  Universities  this  is  the  case.  When  the 
governing  body  of  Balliol  require  to  elect  a  Fellow  they 


do  not  call  in  the  services  of  an  outside  and  unsympathetic 
body  to  draw  up  a  list  of  candidates  in  order  of  merit. 
Teachers  should  control  school  examinations  through 
their  representative  body,  i.e.  the  Registration  Council. 
We  sincerely  hope  that  the  Council  will  consider  this 
view,  and  offer  to  ..relieve  the  Board  of  Education  of 
a  responsibility  that  is  clearly  outside  their  scope  as  an 
administrative  body. 

Mr.    Aclaxd    made    some    general    remarks    upon    the 

inadequacj'  of  external  examinations  in 
The  Examination     ..     .  ■         4.1  <■  •, 

Thermometer.        '^'Sting    the    progress    of    young    pupils, 

thereby  supporting  the  views  recently 
expressed  by  Bishop  Welldon.  Mr.  Acland  pointed  out 
that,  in  the  times  of  Queen  Elizabeth  and  of  Xapoleon, 
there  were  great  men  whose  powers  were  not  tested 
by  examinations  and  who  received  no  "  distinctions  "  in 
school  subjects.  Written  examinations  are,  it  is  admitted, 
a  limited  and  partial  test  of  education,  but  they  have 
a  value  when  their  limitations  are  remembered  and  they 
are  not  taken  as  the  one  and  only  test  of  qualifications. 
We  felt  extremes  of  heat  and  cold  just  as  much  before 
thermometers  were  invented  as  we  do  now  when  we  can 
measure  them  accurately.  The  thermometer  does  not 
make  us  less  or  more  cold  or  hot;  examinations  do  not 
make  the  pupil  less  or  more  learned.  In  both  cases  there 
is  a  certain  convenience  in  the  accurate  measurement  of 
certain  qualities.  In  both  cases  there  are  other  things  to 
be  considered.  The  thermometer  measures  the  tempera- 
ture, but  our  feeling  of  warmth  depends  partly  upon 
other  things.  The  examination  tests  certain  qualities 
and  leaves  others  untouched.  Our  final  estimate  of 
the  pupil  is  aided  by,  but  not  solely  founded  upon, 
examination  tests. 

Xo  sooner  were  the  schools  opened  in  September  laist 
than  it  was  brought   home  to  everyone 

Eouioment  how  greatly  we  had  depended  upon  Ger- 

man nianufactui-ers  for  our  supply  of 
school  material.  The  art  room  and  the  laboratory  were 
especially  affected.  English  firms,  in  consultation  with 
the  science  teachers  of  this  country,  are  taking  steps  to 
make  good  the  deficiency  ;  but  time  will  elapse  before 
supplies  can  be  ready  for  use.  The  Board  of  Education 
have  issued  a  circular  in  reference  to  glassware  used  in 
laboratories,  calling  upon  all  teachers  to  take  the  greatest 
possible  care  of  the  stock  they  have,  to  avoid  breakages  so 
far  as  possible,  and  not  to  give  orders  for  fresh  equipment 
at  present,  until  manufacturers  have  had  time  to  complete 
their  arrangements.  Messrs.  H.  Reeve  Angel  &  Co.,  of 
15  Xew  Bridge  Street,  E.C.,  liave  sent  us  specimens  of 
filter  papers  for  use  in  laboratories.  These  papers  are  made 
by  the  manufacturers  of  the  Whatman  di-awing  paper,  and 
will  be  known  at  the  Wbatmau  Filter  Papers. 


The   inhabited  house  duty  is  a   hardship   that  always 

presses  upon  the  proprietor  of  a  school 

InhabHed^House     ^^^^  j^  ^^^  absolutely  disconnected  from 

the  boarding  house.     The  tax  has  to  be 


50 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


paid  on  the  schoolrooms  if  they  are  connected  structur- 
ally with  the  dwelling  house  or  boarding  house.  We 
learn  fi-om  the  Preparatory  Schools  lievieio  that  the 
governing  body  of  Westminster  School  have  emerged 
victorious  from  their  long  fight  with  the  Boai'd  of  Inland 
Revenue  on  the  subject  of  inhabited  house  duty.  They 
will  not  in  future  have  to  pay  this  tax  on  the  school- 
rooms. But  the  Review  points  out  that  the  Westminster 
Authorities  "  were  fortunate  in  having  a  better  case  than 
any  of  our  members  could  present,  for  the  Attorney- 
General  was  forced  to  admit  that  the  buildings  in 
question  had  no  structural  connexion  with  the  college 
boarding  house.  .  .  .  It  is  to  be  feared  that  nothing  short 
of  action  by  the  Treasury  will  ever  free  preparatory- 
school  masters  from  the  heavy  burden  of  paying  the  full 
inhabited  house  duty  for  their  school  premises." 

Several  education  committees  have  made  regulations 
Kinemas  and        concerning  the  attendance  of  children  of 

school    age    at   kinema    entertainments. 

Licences  have  been  granted  subject  to 
certain  conditions  relating  to  the  admission  of  children. 
Mr.  W.  M.  Geldart  writes  to  the  newspapers  to  point  out 
that,  by  a  judgment  of  the  majority  of  the  King's  Bench 
Division,  delivered  on  December  16,  these  conditions  have 
been  held  tu  be  invalid  as  being  unreasonable  and  ultra 
rires.  "The  result  is,"  says  Mr.  Geldart,  "that  pro- 
prietors of  kinematograph  theatres  who  have  accepted 
tlieir  licences  subject  to  these  or  similar  conditions  will 
be  entitled  to  violate  the  conditions  with  impunity,  and  it 
will  be  impossible  for  the  licensing  authorities  to  impose 
such  conditions  in  the  future."  The  kinematograph 
theatre  is  perhaps  the  greatest  educational  agency  of  the 
day.  That  it  may  not  become  an  adverse  influence  on  the 
education  of  the  young  a  certain  control  by  the  education 
authority  is  imperative.  Mr.  Geldart  urges  that  a  short 
Act  of  Parliament  is  urgently  required. 


Education 
Committees. 


Mr.  Frank  Boscoe  addressed  the  Association  of  Head 
Masters  on  the  subject  of  "  Registration." 

the  T.R.C. 


The  Future  of        g^    ^^^^^    ^^    ^    ^^^^   ^-^^^    -^    officially 


pledged  to  support  registration,  although 
some  members  have  delayed  in  sending  in  their  applica- 
tions. A  strong  resolution  was  carried  unanimously 
stating  that  it  was  of  the  highest  importance  that  all 
secondary-school  teachei-s  should  register  without  delay. 
Mr.  Roscoe  refeiTed  to  possible  developments  in  the  work 
of  the  Council.  As  we  have  often  urged  in  these  columns, 
he  pointed  out  that  the  Register  was  the  foundation  of  all 
future  work.  When  the  Council  represent  all  efficient 
teachers,  they  can  act  as  the  mouthpiece  and  means  of 
expression  of  the  teaching  profesvsion.  They  can  exclude 
unworthy  people  from  the  profession  ;  they  can  reform 
examinations ;  and  they  can  secure  the  due  recognition  of 
teaching  and  teachers.  The  Council  should  also  under- 
take systematic  and  skilled  inquiry  into  educational  prob- 
lems ;  they  should  take  steps  for  the  improvement  of  the 
conditions  of  teaching,  and  ensure  the  maintenance  of 
a  high  standard  of  professional  conduct. 


The  action  of  some  school  authorities  in  allowing  em- 
ployers to  take  children  of  twelve  away 
Labmners.  ^^om  school  to  work  in  the  fields,  and 
also,  it  is  stated,  in  factories,  should  be 
watched  with  jealousy.  Parliament  is  not  sitting,  and  so 
it  is  not  possible  to  get  exact  information  from  the 
Minister  of  Education.  The  Education  Acts  permit  the 
release  of  children  from  school  attendance  even  as  young 
as  eleven,  under  certain  circumstances,  and  if  they  are  to 
be  "  beneficially  employed  "  :  for  whose  benefit  the  clause 
does  not  state.  It  may  be  necessary,  if  the  War  con- 
tinues, for  boys  and  girls,  old  men  and  women,  to  help  in 
the  necessary  work.  But  the  shortage  of  labour  has  not 
yet  reached  that  pitch.  It  is  said  that  in  a  number  of 
counties  the  school  attendance  officer  is  turning  a  blind 
eye  to  absent  scholars.  The  disastrous  death  rate  on  the 
battlefield  makes  it  urgent  to  do  our  utmost  that  the  next 
generation  shall  be  strong  and  healthy,  physically  and 
intellectually.  Child  labour  is  universally  condemned 
except  by  backward  employers  who  "can  see  no  good  in 
education."  

During  the  past  month  the  death  has  been  announced 
of  two  men  who  have  contributed  vei-y 
Pioneers  greatly  to    the    educational    progress    of 

the  last  fifty  years.  Mr.  Henry  John 
Roby  was  a  classical  scholar,  whose  "  Latin  Grammar " 
has  been  the  guide  of  many  students.  He  was  a  re- 
former from  the  start — at  Cambridge  and  at  Dulwich. 
He  was  Secretary  of  the  Public  Schools  Commission  in 
1864,  and  became  one  of  the  Endowed  Schools  Com- 
missioners in  1872.  He  was  Professor  of  Jurisprudence 
at  University  College,  London.  He  helped  to  found  the 
Manchester  High  School  for  Girls.  A  mere  list  of  his 
activities  would  fill  a  page,  and  to  all  his  work  he  brought 
a  breadth  of  view  and  a  soundness  of  thought  that  were 
of  the  highest  value.  Sir  Owen  Roberts  was  Clerk  of  the 
Clothworkers'  Company,  served  on  the  London  Technical 
Education  Board,  was  Chairman  of  the  London  Poly- 
technic Council,  and  member  of  a  Royal  Commission  on 
the  University  of  London.  The  Yorkshire  College  (fore- 
runner of  the  Leeds  University),  the  City  and  Guilds 
of  London  Institute,  University  College  (Bristol),  and 
Somerville  College  (Oxford)  recognize  him  as  benefactor. 
He  showed  the  Company  of  Clothworkers,  and  through 
them  other  City  Companies,  the  opportunities  and  re- 
sponsibilities they  had  towards  technical  education. 


At  the  meeting  of  the  Teachers'  Guild  Mr.  Sharwood 
Smith  uttered  some  severe  criticisms  of 
^'"^C/rc^/a""*"'"  the  Board  of  Education's  Circular  on  Ex- 
aminations. He  said  that  one  result  of 
the  proposed  regulations  would  be  that  no  pupil  would 
be  placed  in  a  form  to  be  examined  unless  he  had  a  first- 
rate  chance  of  passing.  He  thought  the  Board  begged 
the  whole  question:  they  assumed  that  an  extenial 
written  examination  was  a  necessity,  and  they  directed 
all  their  efforts  to  devising  suitable  machinery  for  making 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


51 


it  as  efficient  as  possible.  But,  in  Mr.  Sliarwood  Smith's 
opinion,  the  Board  might  do  irreparable  damage  to  edu- 
cation by  concentrating  the  whole  energies  of  the  school 
upon  examinations.  Mr.  J.  S.  Thornton  asked  if  the 
Universities  were  the  right  bodies  to  conduct  school  ex- 
aminations. Much  as  he  revered  the  don  in  his  right 
place,  he  was  not  the  man  to  interfere  in  school  matters. 
At  the  Head  Mastei-s'  meeting  the  objection  was  raised 
that,  unless  Universities  and  professional  bodies  accepted 
the  new  examinations  proposed  by  the  Board,  the  work  of 
the  schools  would  not  be  lightened. 


At  the  meeting  of  the  Private   Schools  Association  Dr. 
Arthur  Sibly,  who  was  elected  President, 
Ideals.  delivered  an  eloquent  address  on  national 

ideals,  warning  his  audience  against  the 
dangers  of  following  the  Grerman  model.  For  years  past 
we  have  been  told  by  one  speaker  after  another  to  look 
to  Germany,  to  watch  her  splendid  organization  in  all 
departments  of  life.  We  have  been  blamed  in  Eng- 
land for  our  want  of  science  and  for  our  perverse  habit  of 
"  muddling  on."  We  need  the  reminder  that  Dr.  Sibly 
gives  us.  We  quote  a  spirited  passage  which  gives  the 
key-note  to  Dr.  Sibly's  speech  : — 

Nothing  can  compensate  a  nation  for  the  loss  of  freedom.  Indus- 
trial orgmiization  may  add  immensely  to  the  wealth-producing 
power  of  a  na"ion,  educational  organization  may  greatly  increase  the 
intellectual  output  of  schools,  social  organization  may  diminish  poverty 
and  force  men  to  discharge  their  obTious  duties  ;  but  wealth  is  not  neces- 
sarily a  blessing,  intellectual  attainment  is  no  guarantee  of  happi- 
ness or  of  social  service,  and  the  gross  material  aims  which  for  the 
most  part  dominate  so-t-alled  social  reformers  are  apt  to  bhght  the 
very  life  which  they  seek  to  benefit.  Wealth  and  intellectual  attain- 
ment divorced  from  spiritual  ideals  may  prove  curses  alike  to  their 
owner  and  to  those  about  him. 


A  NOTE  of  warning  somewhat  similar  to  that  uttered  by 

Dr.    Sibly    was    sounded    by    Mr.    J.  L. 
Government  by      tt  n      j  i  •  ■<       l-       ■,        -, 

Officials  Holland,    speaking    on    educational    ad- 

ministration to  the  Society  of  Education. 
It  is  true  that,  as  the  work  of  Education  Committees 
grows  more  complex,  details  of  management  are  more  and 
more  left  to  the  permanent  officials.  But  so  long  as  Edu- 
cation Committees  meet  and  do  their  duty,  there  is  some 
check  upon  bureaucratic  administration.  The  capable 
tyrant  is  always  a  better  administrator  than  a  delibera- 
tive assembly  ;  but  the  English  system  of  leaving  matters 
for  final  decision  in  the  hands  of  non-experts,  after  con- 
sidering the  advice  of  experts,  has  distinct  advantages. 
The  German  educational  machine  may  be  more  eflicient 
than  ours  in  performing  certain  work,  but  we  believe  it  to 
be  disastrous  in  its  effects  on  the  individual.  Mr.  Holland 
.said  that  if  we  handed  over,  on  any  mistaken  plea  of 
efficiency,  the  control  of  education  in  this  country  to 
officials,  and  encouragetl  the  plain  man  in  the  idea — to 
which  he  was  too  prone  even  now — that  he  had  no  in- 
terest in  education  and  that  it  did  not  concern  him,  then 
we  should  indeed  copy  Germany  ;  we  should  pay  a  terrible 
price  and  fail  to  attain  our  object. 


Some  of  our  readers  may  be  disappointed  at  not  finding 


a  full  report  of  the  particular  meeting 
Meetinas  ^^  which  they  are  interested.     It  may  be 

pointed  out  that,  if  we  attempted  to  give 
even  the  barest  outline  of  all  the  meetings  held  by  some 
twenty  or  thirty  asssociations  during  the  month  of 
January,  many  of  them  lasting  over  two  or  three  days, 
and  to  indicate  in  the  briefest  possible  manner  the 
subject  of  the  many  hundred  speeches  that  were  de- 
livered, we  should  entirely  fill  our  pages,  and  the  whole 
would  be  very  dull.  The  daily  papers  and  the  edu- 
cational weeklies  have  in  most  cases  provided  satisfactory 
accounts. 


SUMMARY  OF  THE  MONTH. 


The  Cultivateb  Person. 
Culture,  said  Bishop  Welldon,  in  opening  the  "  Education 
Week,"  connoted  certain  definite  qualities  of  human  nature. 
Apart,  however,  from  manners,  the  cultivated  person  found 
his  pleasures  not  only  in  material  objects,  but  in  art,  science, 
and  poetry.  Another  element  of  culture  was  freedom,  and 
yet  another,  sympathy.  It  would  not  be  denied  that  Germans 
of  the  highe.st  intellectual  and  spiritual  calibre,  such  as  Goethe 
and  Kant,  had  in  their  lives  exhibited  these  qualities.  But 
the  word  "  kultur  "  had  practically,  if  not  always  theoretically, 
possessed  a  different  meaning.  It  was  a  word  of  comparatively 
late  origin.  Experience  showed  that  when  it  was  used  by 
Germans  of  late  years,  from  1870  onwards,  it  had  not  meant 
learning,  scholarship,  art,  or  literature,  or  had  meant  them  in 
quite  a  secondary  degree.  Rather  had  it  meant  energy  or 
efficiency,  and  tliat  efficiency  not  so  much  individual  as 
national.  The  German  kultur  meant  organized  efficiency  on 
the  largest  scale.  Prom  this  definition  flowed  certain  results. 
One  was  tbe  worship  of  the  State,  for  the  State  was  the  organ 
of  national  efficiency.  If  ever,  for  instance,  the  interest  of  the 
State  came  into  conflict  with  the  law  of  .lesus  Christ,  it  was 
Jesus  Christ  who  must  give  way  and  not  the  State.  The 
citizen  could  do  no  wrong  if  he  served  the  State.  The  State 
could  do  no  wrong  if  it  sought  its  own  interest. 


Analytical  Teaching. 
I  know,  said  Mr.  J.  V.  Saunders,  retiring  President  of  the 
Incorporated  Association  of  Assistant  Masters,  that  at  once 
there  will  be  a  cry  for  freedom,  an  outcry  against  a  stereo- 
typed form.  But  is  not  the  real  danger  at  present  the  chaos 
of  half-taught  subjects  ?  I  am  not  myself  a  believer  in  con- 
genital disability  to  do  natural  science  or  mathematics  or 
Latin.  Wliere  such  disability  is  pleaded,  it  generally  turns 
out  to  be  a  case  of  disinclination  to  take  pains  or,  quite  as 
often,  bad  elementary  teaching,  or  discontiiuiity  between  the 
courses  and  methods  of  one  school  and  another.  I  believe, 
however,  that  there  are  a  certain  number  of  boys— more  than, 
perhaps,  most  of  us  are  aware  of — tor  whom  almost  all  otar 
subjects  and  methods  are  taught  too  analytically.  I  have  in 
mind  boys  who  do  not  do  even  passable  Latin  exercises  as 
long  as  they  are  in  the  sentence  stage,  but  who  are  quite 
clever  at  translating  Horace,  and  later  write  passable,  some- 
times good,  continuous  prose  ;  or  again,  boys  who  have  a  real 
liking  for,  and  appreciation  of,  English  literature  out  of 
school,  but  are  always  near  the  bottom  in  the  term's  marks 
for  English.  I  forbear  to  develop  this  point,  because  I  feel 
sure  that  my  own  mind  is  lopsided.  That  kind  of  boy  gets  at 
his  ideas  in  a  way  I  do  not  understand ;  but  of  late  years  I 
have  become  more  and  more  aware  that  he  does  get  at  ideas, 
though  he  seldom  gets  marks,  and  often  fails  miserably  in 
easy  examinations.  Probably  this  "poetic"  temperament  is 
getting  a  better  chance  of  education  under  the  newer  methods 
of  teaching  languages,  and  I  have  a  suspicion  that  assistant 
mistresses  could  teach  assistant  masters  a  good  deal  on  this 
point. 


"52 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


Freedom  in  Education. 
Prof.  Findlay,  speaking  at  a  meeting  of  the  Teachers' 
Guild,  declared  that  the  more  he  saw  of  the  Boy  Scouts  the 
more  he  believed  that  Baden-Powell  was  the  greatest  educator 
of  the  present  day.  He  believed  that  after  this  War  we 
should  see  the  linking  up  of  purely  educational  forces  under 
a  wholesome  compulsion  such  as  youth  itself  welcomed, 
together  with  a  larger  acceptance  for  the  responsibility  of  the 
nation  with  reference  to  the  requirements  of  home  defence 
and  the  defence  of  the  Empire.  It  was  necessary  and  riglit 
that  teachers  should  u.se  their  powers  over  children  to  help 
them  to  care  for  their  country.  It  would  not  be  fair,  however, 
not  to  acknowledge  what  England  had  done.  We  had  neglected 
the  emotional  element,  but  the  Germans  themselves  envied  us 
our  practically  free  organization  and  the  active  social  life  of 
our  schools.  It  was  not  too  much  to  saj-  that  the  whole  world 
had  been  astonished  at  the  initiative,  'euergj',  and  the  in- 
exhaustible resource  that  England  had  shown  in  this  crisis, 
and  that  was  due,  he  believed,  to  the  fact  that  our  educational 
system  had  not  been  bound  by  formulas. 


The  Drill  Sergeant. 
Mr.  S.  Maxwell,  speaking  at  the  meeting  of  the  Private 
Schools  Association,  said  that  they,  at  least,  in  that  Associa- 
tion, had  not  bowed  the  knee  to  the  ideal  of  Germany  in 
education.  They  had  always  felt  that  if  education  was  to  be 
worthy  of  the  name  freedom  must  always  be  there,  and  they 
stood,  more  than  anything  else,  for  freedom  in  education. 
There  were  two  forms  of  discipline:  the  discipline  of  the  drill 
sergeant,  as  thej'  had  it  in  Germany,  the  discipline  of  repres- 
sion ;  but  there  was  a  much  higher  and  nobler  discifiline,  the 
discipline  of  self-control,  which  English  education  tried  to 
produce.  The  one  kind  of  discipline  produced  serfs,  the 
second  men,  and  that  was  one  of  the  lessons  history  would 
teach  when  the  War  was  over. 


German  Universities. 
For  those  who  wish  to  know  what  the  German  Universities 
are  doing  now.  Prof.  Geiger's  account  of  the  past  term  at 
Berlin  Universit}'  will  be  of  interest.  Lectures  numbered 
270,  as  compared  with  330  in  the  corresponding  period  last 
year.  The  number  of  women  students  shows  a  slight  increase. 
But,  whereas  thei-e  were  8,713  men  students  last  winter,  this 
winter  there  were  only  6,.558.  However,  the  Professor  con- 
siders this  very  satisfactory  under  the  circumstances.  Frank- 
furt Universit}',  he  says,  has  opened  with  under  400  stvidents, 
and,  though  he  has  no  precise  statistics,  he  is  inclined  to  think 
that  in  the  smaller  Universities  things  are  much  worse,  for 
where  a  well  knowu  teacher  has  gone  to  the  Front  the  whole 
Faculty  is  often  upset. — Manchester  Guardian. 


The  Association  of  Assistant  Mistresses  and  the 
Examination  Circular. 
The  two  following  resolutions  were  proposed  by  Miss  Laurie, 
seconded  by  Miss  Lees,  and  jiassed  by  the  meeting  'iieni.  con. : 
(a)  "  That  this  meeting  heartily  approves  of  the  simplification 
of  examinations  proposed  by  the  Board  of  Examination  in 
secondary  schools.  It  also  approves  of  the  annual  examination 
of  a  grant-earning  school  b}'  one  of  the  University  examining 
bodies  recognized  by  the  Board  of  Education,  and  of  the  first 
examination  being  arranged  for  ])upils  whose  average  age  is 
sixteen  to  sixteen  years  eight  months;  but  it  considers  that 
the  second  examination  proposed  at  the  age  of  eighteen  should 
not  in  all  cases  be  compulsory."  (h)  "That  this  meeting 
approves  of  the  principle  of  teachers  being  in  touch  with 
the  examining  bodies  by  representation  on  the  Board  of 
Examiners,  by  consultation  with  examiners  as  to  the  progress 
of  pupils  and  in  any  other  way  that  seems  advisable,  provided 
chat  teachers  do  not  examine  their  own  pupils." 


Scripture  Teaching  in  Secondary  Schools. 
The  Conference  on  the  above  subject,  provisionally  arranged 
tor  Easter,  1915,  has  been  postponed.  It  was  felt  that  it  would 
be  impossible  to  secure  this  year  a  representative  gathering  of 
teachers,  owing  to  the  many  additional  claims  on  school- 
masters' time  in  consequence  of  the  War.  Work  must  be 
carried  on  as  usual,  but  this  is  hardly  the  time  for  reorganiza- 
tion or  reconsideration  of  methods  in  any  particular  branch  of 


study.  There  are  many  such  tasks  before  us  to  which  the 
nation  will  address  itself  when  peace  is  re-established.  Mean- 
while individual  teachers  who  are  making  a  stud3'  of  this 
subject  will  find  useful  material  and  advice  in  the  Reports  of 
the  Conference  of  1912  and  1913,  held  at  Cambridge  and 
Oxford  respectively,  published  by  the  Cambridge  L^niversity 
Press  (each  volume  Is.  6d.).  The  second  volume  contains  a 
most  useful  and  practical  bibliography,  which  will  guide 
teachers  to  the  right  books  for  their  class  work.  Among  the 
contributors  to  the  papers  and  addresses  in  the  two  volumes 
are  Dr.  Swete,  Dr.  Burkitt,  Dr.  Foakes-Jackson,  Canon  Ken- 
nett,  and  Canon  Masterman,  of  Cambridge  ;  Dr.  Scott  Holland, 
Dr.  Arthur  Headlam,  Dr.  Selbie,  and  Dr.  Peake,  of  Oxford; 
together  with  many  schoolmasters  engaged  in  the  work  of 
teaching.  Though  the  Conference  is  postponed,  it  is  hoped 
that  it  is  only  adjourned  to  Easter,  1910.  The  Secretary  of 
the  Conference  is  Mr.  N.  P.  Wood,  of  Bishop's  Stortford  Col- 
lege, by  whom  suggestions  for  the  next  Conference  will  at  any 
time  be  received. 

Registration  Certificate. 

[_T/ie  previous  certijicaie  measnrefi  ten  inches  by  nine  .-  the  present  one  nine 
inc/ies  by  ten.'] 

For  nine  long  weary  years  it  hung. 
Unread,  upon  the  wall ; 
Its  length  was  ten,  its  width  was  ninv. 
It  cost  a  guinea  in  its  prime. 
Its  birth,  with  loudest  praises  rung; 
LTnwept,  its  mighty  fall. 

For  nine  long  weary  3"ears  to  hang, 
Unre.id  upon  the  wall  ? 
Its  length  is  nine,  its  width  is  ten ; 
It  costs  a  guinea,  just  to  pen  ; 
Its  birth  witli  loudest  praises  rang, 
Forfend  a  future  fall  I 

For  long  and  weary  years  we've  pined 
For  some  ofKcial  scrawl ; 
Its  form  is  fixed,  though  twisted  round  ; 
No  finer  product  fur  a  pound 
Could  spring  from  hide-bound  office  mind. 
So,  "  Get  it ;  One  and  All  " ! 

W.  D.  Roberts. 

The  War  Spirit  .vt  Eton. 
I  believe,  says  the  Head  Master  of  Eton  in  the  Sclionl 
Guardian,  that  there  are  still  people— wholly  ignorant  of 
what  is  true,  but  not  on  the  surface — who  believe  that  the 
sons  of  the  well-to-do  are  soft  and  effeminate.  The  fact  is, 
that  directly  war  was  declared  they  telegraphed  from  all 
parts  of  the  country  for  leave  to  rush  off  and  face  the  Germans. 
Cricket  weeks  were  dropped,  yachting  was  taboo,  and  the 
grouse  were  left  to  batten  among  the  sunlit  burns  of  York- 
shire. That  w.as  in  the  holidays.  When  they  came  back  from 
school,  brandishing  for  signature  the  blue  papers  of  the  tem- 
porary commissions,  they  found  a  large  and  motley  force  of 
residents  being  drilled  by  the  masters,  iind  known  as  "  Somer- 
ville's  Light  Infantry."  The  Timbralls  continue  to  echo  to 
the  words  of  command  far  after  the  twilight  hour,  and  we  are 
waiting  instructions  from  headquarters  about  organizing  our- 
selves as  a  local  Landioehr  or  town  guard,  catching  something 
of  the  civic  spirit  of  order  and  zeal  from  our  neighbour.  Lord 
Desborough. 

Scientific  Talent  ix  Ex(ii,AND. 
The  fact  that  we  are  not  as  well  off  to-day  as  we  might  have 
been  in  our  state  of  preparation  for  the  War  is  not  due,  as 
suggested,  to  any  absence  of  seriousness  on  our  part  "  in  regard 
to  education,"  but  to  other  causes,  to  which  I  will  not  here 
refer.  Lord  Haldane,  unfortunately,  never  loses  an  oppor- 
tunity of  contrasting  unfavourably  our  scientific  educiition 
with  that  of  other  countries,  particularly  of  Germany.  There 
is  no  lack  of  men  in  this  country,  trained  at  our  Universities 
and  technical  schools,  who  are  capable  of  applying  the  most 
recent  results  of  scientific  research  to  industrial  problems, 
including  the  manufacture  of  implements  of  war  andartihcial 
dye-stuffs.  For  the  economic  success  of  their  efforts  the  en- 
couragement of  the  State  was  alone  needed.  The  public  will 
recognize,  however,  with  satisfaction,  after  all  that  has  been 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


said  as  to  thfi  general  inferiority  of  English  to  German  educa- 
tion. Lord  Haldane's  admission  that  "  a  great  volume  of  talent 
has  been  lent  in  turning  out  the  things  we  needed,"  and  his 
assurance  "  that  the  progress  is  now  remarkable."  The 
talent,  I  may  point  out,  was  previously  available,  and  if  it  had 
been  utilized  the  progress  would  have  been  no  less  remark- 
able.— Sir  Philip  Magnus  in  the  Moniing  Post. 

SiMPLiPiED  Spelling  Society. 
In  the  unavoidable  absence  of  Prof.  Gilbert  Murray,  the 
chair  was  taken  by  Mr.  William  Archer,  who  outlined  the 
rapid  progress  of  the  Society  since  the  inception  of  its  active 
propaganda  two  and  a-half  years  ago.  The  schools  had  been 
attacked  liy  means  of  lectures  and  distribution  of  literature, 
and  it  had  been  found  that  teachers  in  elementary  schools 
were  almost  unanimously  in  favour  of  the  reform,  and  its 
opponents  rarely  appeared  to  have  liad  any  practical  ex- 
perience of  the  difficulties  and  disadvantages  of  the  teaching 
of  Englifli  spelling.  At  present  the  Society  is  engaged  in 
promoting  a  petition  to  be  presented,  when  the  War  is  over, 
to  the  Prime  Minister,  asking  for  the  appointment  of  a  Royal 
Commission  on  the  whole  question  of  spelling  reform.  The 
petition  states  that  the  irregularities  and  inconsistencies  of 
English  spelling  involve  a  deplorable  waste  of  time  and 
mental  energy  in  education  without  any  compensating  gain  ; 
that  no  philologist  or  student  of  language  of  any  eminence  is 
opposed  to  the  more  or  less  complete  removal  of  its  anomalies, 
wliile  many  are  strongly  in  favour  of  reform  ;  and  that  the 
adoption  of  a  rational  spelling  would,  by  the  removal  of  a 
serious  hindrance  to  the  spread  of  the  English  language,  be 
productive  of  great  intellectual  and  commercial  advantage. 

Appointments. 
Mr.  Charles  Harold  Bicknell,  Senior  Master  of  St.  Paul's 
School,  has  been  appointed  Head  Master  of  Mercers'  School,  in 
succession  to  Dr.  Douglas  Lee  Scott,  deceased. 


THE    REGISTRATION    COUNCIL   AND 
CIRCULAR    849. 

The  Chairman  of  the  Teachers'  Registration  Council  (the 
Hon.  A.  H.  Dyke  AcUnd)  invited  "the  leaders  of  educational 
journalism  "  to  be  present  on  January  16  at  a  meeting  of  the 
Council  to  hear  a  discussion  by  members  of  the  Council  on  the 
Circular  issued  by  the  Board  of  Education  jn  reference  to 
examinations  in  secondary  schools.  Mr.  Acland  welcomed 
the  visitors,  and  gave  a  short  account  of  the  formation  and 
constitution  of  the  Teachers'  Registration  Council.  He  then 
called  upon  the  chairmen  of  the  various  sectional  committees 
to  report  progress.  The  general  opinion  expressed  was  that 
there  would  be  a  large  influx  of  names  during  the  present 
year.  Mr.  A.  A.  Somerville  then  delivered  an  address  dealing 
with  the  Circular,  and  gave  special  prominence  to  the  value 
of  the  proposed  regulation  that  pupils  in  secondary  schools 
should  not  sit  for  external  examinations  until  they  had  reached 
the  age  of  sixteen  years.  Other  speakers  followed,  and 
various  views  were  expressed.  But  no  resolution  setting 
forth  the  opinion  of  the  Council  was  passed  while  the  repre- 
sentatives of  the  press  remained  in  the  room.  It  will  be 
satisfactory  for  teachers  to  learn  tliat  the  Council,  having 
finished  the  preliminary  work  of  settling  the  conditions  of 
entrance  to  the  Register,  are  now  turning  their  attention  to 
problems  that  concern  the  internal  administration  of  schools. 
The  proposals  of  the  Board  of  Education  which  were  under 
discussion  are  given  below. 

BOARD   OF   EDUCATION. 

ExAinxATioNS  IN  Secondary  Schools. 

Ill  December,  1911,  the  Board  published  the  Report  of  their  Con- 
sultative Committee  on  Examinations  in  Secondary  Schools,  and  in 
1912  they  addressed  to  each  of  the  English  Universities  a  letter  in 
which  they  invited  those  bodies,  in  accordance  with  the  reoommeuda- 
tion  of  the  Commit.tee,  to  confer  with  them  on  the  subject.  This 
letter  contained  the  outUne  of  a  scheme  prepared  by  the  Board  as  a 
basis  for  discussion  and  in  its  main  features  framed  upon  the  prin- 
ciples laid  down  in  the  Committee's  Report. 

The  invitation  was  cordially  accepted,  and  during  the  year  191.3    i 


the  Board  have  conferred  on  the  subject  with  all  the  English  Uni- 
versities or  the  examining  bodies  representing  them.  They  have, 
further,  explained  the  general  nature  of  their  proposals  to  repre- 
sentatives of  associations  representing  the  Local  Education  Autho- 
rities and  secondary-school  teachers. 

These  conferences  have  resulted  in  an  amount  of  agreement  suffi- 
cient to  satisfy  the  Board  that  the  time  has  now  come  to  give 
pubhcity  to  their  proposals  and  to  invite  criticism  and  suggestions 
upon  them  from  Local  Education  Authorities  and  other  bodies  and 
persons  responsible  fur  the  management  of  secondary  schools,  or 
interested  from  various  points  of  view  in  the  question  of  school 
examinations.  It  is  the  desire  of  the  Board  to  give  full  opportunity 
for  the  consideration  and  discussion  of  these  proposals  before  any 
step  is  taken  to  bring  them  into  operation  in  those  schools  over 
which  the  Board  exercises  control  by  their  grants  or  otherwise  ;  but, 
in  view  of  the  time  required  to  work  out  the  details  of  so  large  a 
scheme,  they  will  be  glad  to  receive  suggestions  at  an  early  date. 
The  proposals  of  the  Board  are  as  follows  : — 

Aiuiiial  Examiiitttion  of  Grant-earning  Schools. 
(i)  After  August  1,  19 — ,  the  governing  body  of  every  school 
recognized  for  grants   under  the  Secondary  School  Regulations 
will  be  required  to  submit  for  the   approval  of  the  Board  pro- 
posals for  the  annual  examination   of  the   school  by  one  of  the 
University  governing  bodies  recognized  by  the   Board  for   the 
purpose.     It  Is  not  necessary  that  all  the  schools  on  one  founda- 
tion or  under  one  Authority  should  have  the  same  examining 
body,  and  in  some  schools  it  may  even  be  desirable  to  have  dif- 
ferent examining  bodies  for  different  "  sides  "  or  portions  of  the 
school. 
The  examinations  to  be  taken  by  the  schools  recognized  for  grants 
will  be  open  on  the  same  terms  and  conditions  to  all  those  schools 
which,   after  inspection,   are  placed  on  the  Board's  list  of  efficient 
secondary  schools.     The  conditions  on  which  pupils  not  in  any  re- 
cognized eiKcient  secondary  school  will  he  admitted  to  the  examina- 
tions are  explained  below  (Sections  viii  and  xiv). 
PiovUioH  of  Two  E.i:antiiiations. 
(ii)  The   examinations   to   be    conducted   by   the    recognized 
University  examining  bodies  with  the  approval  of  the  Board  will 
be  of  two  grades.     The  first  will  be  suitable  for  Forms  in  which 
the  average  age  of  the  pupils  ranges  from  about  sixteen  years  to, 
say,  sixteen  years  eight  months.       This  will  be  a  Fifth  Form 
examination.     The  second  wiU  be  a  Sixth  Form  examination, 
designed  for  those  who  have   continued  their  studies  for  about 
two  years  after  the  stage  marked  by  the  first  examination.     In 
the  case  of  girls,  the  age  limit  may  be  liberally  extended,  but  in 
aU  other  respects  the   Board's  proposals  for    the   examinations 
apply  to  girls  and  boys  equally. 

The  First  E.raminatio)i. 

(iii)  The  first  examination  wiU  be  designed  to  test  the  results 
of  the  course  of  general  education  before  the  pupU  begins  such  a 
degree  of  specialization  as  is  suitable  for  secondary  schools.  It 
will  correspond  very  closely  in  its  scope  to  the  present  School 
Certificate  examinations  of  the  English  Universities,  and  will  be 
based  on  the  general  conception  of  the  secondary-school  coiu'se 
up  to  this  stage  which  underlies  the  Board's  regulations  and  is 
set  out  in  their  recent  Memorandum  on  Curricula  of  Secondary 
Schools.  That  is  to  say,  the  subjects  for  examination  will  be 
treated  as  falling  into  three  main  groups,  [a)  Enghsh  subjects, 
(i)  languages,  (c)  science  and  mathematics  ;  and  the  candidate 
will  be  expected  to  show  a  reasonable  amount  of  attainment  in 
each  of  these  groups,  and  will  be  judged  by  this  test  rather  than 
by  his  power  to  pass  in  a  prescribed  number  of  specified  subjects. 

(iv)  The  standard  for  a  pass  will  be  such  as  may  be  expected 
of  pupils  of  reasonable  industry  and  ordinary  intelligence  in  an 
efficient  secondary  school.  The  form  and  not  the  pupil  will  be 
the  unit  for  examination,  and  it  is  contemplated  that  a  large 
proportion  of  the  pupils  in  the  form  should  be  able  to  satisfy  the 
test.  It  is  therefore  proposed  that,  as  is  the  case  in  most  of  the 
existing  examinations,  the  conditions  for  attaining  a  simple  pass 
shall  be  somewhat  easier  than  those  required  of  candidates  in 
order  that  the  certificate  shall  be  accepted  for  the  purpose  of 
matriculation. 

(v)  If  the  examination  is  conducted  on  the  principle  of  easy 
papers  and  a  high  standard  of  marking,  the  difference  between 
the  standard  for  a  simple  pass  and  that  required  for  matriculation 
purposes  will  not  be  so  great  as  to  prevent  the  same  examination 
being  made  to  serve,  as  the  present  school  examinations  do,  both 
purposes  ;  and  with  this  object  a  mark  of  credit  will  be  assigned 
to  those  candidates  who,  in  any  specific  subject  or  subjects, 
attain  a  standard  which  would  be  appreciably  higher  than  that 
required  for  a  simple  pass.  The  Board  hope  that  the  reorganiza- 
tion of  the  school  examinations  will  facilitate  the  organization  of 
the  conditions  of  admission  to  the  Universities  and  the  profes- 
sions. But  it  is  no  part  of  their  plan  to  lay  down  conditions  of 
such  admission,  and  it  will  be  for  the  Universities  and  the  pro- 


54 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


fessioDs,  on  a  consideration  of  the  new  e.xamiuation,  to  i^ay  on 
what  terms  they  will  accept  the  passing  of  the  examination  as 
exempting-  the  pupils  from  their  ordinary  tests  for  admission. 

(vi)  In  addition  to  the  three  main  groups  of  subjects  which 
form  the  general  course  in  secondary  schools,  there  is  a  fourth 
group,  including  Music,  Drawing,  Manual  Work,  and  House- 
craft. These  subjects  are  not,  in  the  same  way  as  the  others, 
capable  of  being  tested  by  a  written  examination.  It  is  not, 
therefore,  proposed  to  require  that  candidates  shall  be  tested  in 
this  group,  but  every  facility  will  be  given  to  examining  bodies 
to  offer  examination  in  any  subject  in  this  category,  and  it  is 
contemplated  that  special  examining  bodies  may  be  approved 
for  the  purpose.  Success  in  any  such  examinations  might  be 
endorsed  on  any  certificate  awarded  to  those  who  are  successful 
in  the  main  examination.  These  subjects  in  all  schools  con- 
nected with  the  Board  are  receiving  an  increasing  amount  of 
attention  by  means  of  inspection,  and,  as  several  of  them  have 
only  recently  been  taken  up  seriously  in  secondary  schools,  it 
seems  undesirable  to  make  any  more  definite  provision  for  ex- 
amination in  them  until  more  experience  has  been  gained. 

All  schools  which  clami  to  be  recognized  as  efficient  secondary 
schools  should  be  able  to  present  a  whole  form  for  the  first 
examination. 

T/ie  Second  Examination. 
(vii)  The  second  examination  will  be  based  on  the  view  that 
the  school  course  should,  in  these  two  years,  provide  for  more 
concentrated  study  of  a  connected  group  of  subjects  combined 
with  the  study  of  one  or  more  subsidiary  subjects  from  outside 
the  group.  The  main  groups,  as  suggested  in  the  Board's  recent 
Memorandum  on  Curricula  of  Secondary  Schools,  will  probably 
be  (a)  Classics  and  Ancient  History  ;  (i)  Modem  Humanistic 
Studies  ;   (c)  Science  and  Mathematics. 

This  classification  is  capable  of  considerable  variation,  but 
every  candidate  will  be  required  to  offer  one  group  as  a  whole, 
and  at  least  one  subsidiary  subject.  As  it  is  intended  that  the 
study  of  a  subsidiary  subject  shall  be  pursued  with  a  view  to 
obtaining  a  "  working  knowledge  "  of  it,  so  the  character  of  the 
papers  set  and  the  standard  of  the  examination  in  it  will  be  less 
severe  than  that  for  the  same  subject  when  taken  as  part  of  a 
group. 

Only  those  schools  will  be  able  to  take  the  second  examination 
which  retain  some  of  their  pupils  long  enough  to  take  an 
organized  course  extending  over  about  two  years,  beyond  the 
stage  marked  by  the  first  examination. 

Examination  open  to  all  Candidates  under  Nineteen. 
(\\vl)  The  two  examinations  referred  to  are  designed  for  the 
use  of  schools  which  reach  the  standard  of  efficiency  required  by 
the  Board  for  admission  to  their  list  of  Efficient  Secondaiy 
Schools,  but  they  will  be  accessible  to  all  candidates  under  nine- 
teen years  of  age,  whatever  their  previous  education  may  have 
been. 

Teachers  and  the  Examinations. 
(ix)  It  is  proposed  to  bring  teachers  into  touch  with  the 
examining  bodies  in  the  following  ways: — (a)  Either  by  repre- 
sentation on  the  Examining  Body,  or  by  some  regular  system  of 
consultation,  (b)  By  giving  them  the  right  to  submit  their  own 
syllabuses  for  examination.  This  provision  is  suggested  mainly 
for  the  benefit  of  schools  with  rather  special  aims  or  doing  work 
of  an  experimental  character  :  but  it  should  also  be  useful  when 
the  syllabus  of  examination  includes  special  books  or  periods. 
(a)  By  requiring  head  masters  and  head  mistresses  to  submit, 
together  with  the  list  of  candidates  from  their  school,  an  estimate 
of  the  relative  merits  of  those  candidates  in  each  of  the  subjects 
offered  by  them  for  examination.  The  estimate  wiU  be  taken 
into  account  by  the  examining  body  in  doubtful  cases  for  the 
purpose  of  the  award  of  certiticates. 

Co-ordinating  Authoriti/. 
(x)  The  large  number  of  the  proposed  examining  bodies  makes 
it  necessary  to  provide  a  co-ordinating  authority  to  determinethe 
minimum  standard  for  a  "  pass  ' '  in  each  examination,  and  to 
secure  that  the  standards  adopted  by  the  various  examining 
bodies  are  substantially  equivalent.  The  Board's  plan,  as  has 
already  been  stated,  does  not  interfere  with  the  power  of  the  Uni- 
versities  or  professions  to  prescribe  their  own  conditions  for 
admission  ;  but  it  is  essential  that  these  bodies,  if  they  are  willing 
to  adopt  the  scheme  at  all,  should  agree  to  accept  as  final  the 
verdict  of  any  approved  examining  body  that  a  definite  standard 
has  beenattained.  Among  its  further  functions,  the  co-ordinating 
authority  will  see  that  the  charges  for  examination  are  kept 
fairly  even  ;  it  will  discuss  special  difficulties  with  particular 
examining  bodies,  and  promote  conferences  of  the  examining 
bodies  as  occasion  arises  ;  it  will  hear  complaints  with  regard  to 
the  standards  of  examination  ;  and  it  will  negotiate  with  Uni- 
versities and  professional  bodies  with  regard  to  the  conditions  on 
which  certificates  can  be  accepted  for  various  purposes. 


(xi)  It  is  proposed  that  the  Board  of  Education  shall  under- 
take these  functions  and  responsibUitias  after  report  from,  and 
with  the  assistance  of,  an  Advisory  Committee  composed  of  a 
representative  of  each  approved  examining  body  and  of  Local 
Education  Authorities  and  the  Teachers'  Registration  Council. 
Certijicales. 
(xii)  A  successful  candidate,  who  {a)  is  a  pupil  of  a  school  on 
the;  Board's  list  of  Efficient  Secondary  Schools,  and  {t>)  has, 
either  before  or  after  the  examination,  completed  a  course  of 
three  years  in  one  of  those  schools  (or  the  equivalent  in  more  than 
one  such  school),  and  (c)  has  remained  at  school  up  to  the  age  of 
sixteen  at  least,  will  receive  a  certificate  stating  that  he  has 
satisfied  the  examiners,  and  naming  the  subjects  in  which  he  has 
passed  with  credit.  The  certificate  will  also  show  the  name  of 
the  school  from  which  the  candidate  was  presented,  the  length  of 
his  school  life,  and  the  general  character  of  the  course  he  has 
followed,  and,  further,  that  he  was  submitted  for  examination 
from  a  school  found  to  be  efficient  on  an  inspection  by  the  Board 
embracing  all  its  activities,  and  that  the  examination  taken  was 
specially  approved  by  the  Board  as  suitable  for  that  particular 
school.  The  examining  body  may  also  an-ange  to  include  in 
this  certificate  evidence  of  proficiency  in  parts  of  the  school 
course  not  submitted  for  examination,  e.g.  Music,  Manual  Work, 
(xiii)  A  successful  candidate  who  is  a  pupil  of  a  school  on  the 
Board's  list  of  Efficient  Secondary  Schools,  but  has  not  com- 
pleted a  course  of  three  years  in  one  of  the  schools  or  the  equi- 
valent in  more  than  one  school,  or  has  not  remained  at  school  up 
to  the  age  of  sixteen  at  least,  will  receive  a  certificate  stating 
that  he  has  satisfied  the  examiners,  and  naming  the  subjects  in 
which  he  has  passed  with  credit. 

(xiv)  A  successfiU  candidate  who  is  not  a  pupU  of  a  school  on 
the  Board's  list  of  Efficient  Secondary  Schools  will  receive  a  cer- 
tificate stating  that  he  has  satisfied  the  examiners,  and  naming 
the  subjects  in  which  he  has  passed  with  credit. 

(xv)  A  certificate  of  success  in  the  examinations  will  not  be 
issued  in  any  cuse  before  the  candidate  attains  the  age  of  sixteen 
years.  In  the  case  of  a  pupil  of  a  school  on  the  Board's  list  of 
Efficient  Secondary  Schools,  moreover,  the  certificate  wiU  not 
be  issued  until  the  pupil  leaves  school. 

Other  Examinations  and  Grant-earning  Se/iools. 
(xvi)  After  August  1,  19—,  no  school  recognized  for  grants 
under  the  Board's  Regulations  for  Secondary  Schools  will  be 
allowed  to  take  the  Preliminary  Examination  of  the  Oxford 
Local  Examination  Delegacy  and  Cambridge  L6cal  Examination 
Syndicate.  From  the  same  date  the  Board  will  reserve  the  righr, 
to  prohibit  any  such  school  from  taking  the  Junior  Examination 
of  those  bodies  or  the  Junior  Certificate  Examination  of  any 
other  University  examining  body. 

(xvii)  Subject  as  above,  no  school  recognized  for  grants  will 
be  allowed  to  modify  its  organization  or  curriculum,  or  that  of 
any  particular  form,  for  the  purpose  of  preparing  any  pupils  or 
form  for  any  examination  which  is  not  approved  by  the  Board. 
Inspectors  and  Examining  Bodies. 
(xviii)  Arrangements  will  be  made  for  the  closest  co-operation 
between  H.M.  Inspectors  and  both  the  examining  bodies  and  the 
Advisory  Committee  for  Co-ordination.  The  reports  of  inspec- 
tion will  always  be  available  for  the  information  of  the  Com- 
mittee, and  each  examining  body  will  receive  as  a  matter  of 
course  the  inspection  reports  of  the  schools  for  which  its 
examination  has  been  approved. 

Finance. 
The  requirement  that  a  school  recognized  for  grants  under  the 
Regulations  for  Secondary  Schools  shall  arrange  for  the  annual 
examination  of  a  portion  of  its  pupils  involves  additional  expenditure, 
and  this  aspect  of  the  Board's  proposals  is  receiving  consideration.  If 
these  proposals  are  agreed  to  in  their  main  features,  financial  aid 
will  be  forthcoming,  but  the  exact  extent  of  the  aid  and  the  condi- 
tions on  which  it  will  be  given  cannot  be  determined  until  the  scheme 
has  been  more  fuUy  matured.  L.  A.  Sej-by-Bigge. 


Tile  statistics  of  the  receipts  and  expenditure  of  Local  Education 
Authorities  in  respect  of  elementary  education  in  the  year  1913-U 
have  been  issued  by  the  Board  of  Education  as  a  "White  paper 
[Cd.  7764].  The  total  expenditure  on  elementary  education  by  SIS 
Local  Education  Authorities  in  England  and  Wales  during  the 
financial  year  191.3-li  was  .£2';, 314,090.  Of  this  sum,  £25,095,01)2 
was  spent  on  the  normal  service  of  public  elementaiy  schools,  one  of 
the  principal  item.s  being  £1 6,4l5,S.r7  for  the  salaries  of  teachers.  In 
addition,  £1,219,036  was  spent  on  special  services,  including  £471,000 
for  special  schools,  £31S, 242  formedical  inspection  and  treatment,  and 
£150,122  for  the  provision  of  meals.  The  sum  spent  per  child  was 
93b.,  and  the  receipts  from  the  rates  to  meet  the  expenditure  amounted 
to  52s.  Id.  per  child. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


55 


FURTHER    EXPERIMENTS    IN    PARTNERSHIP 
TEACHING. 

By  NoRMA.v  Mac  Munn. 

The  present  article  is  not  intended  to  offer  any  further 
theoretical  justification  of  teaching  children  through  partner- 
ships. Beyond  reminding  the  reader  that  my  principal 
motive  for  experimenting  in  this  direction  was  to  secure  more 
activity  on  the  part  of  the  pupil  than  can  easily  be  ensured  in 
a  collectively  taught  class,  I  shall  avoid  all  abstractions  and 
plunge  at  once  into  certain  practical  applications  of  the 
method  which  I  have  made  since  the  publication  of  my  "  Path 
to  Freedom  in  the  School." 

Reciprocal  Questions. 
I  wonder  whether  it  has  occurred  to  other  teachers  that 
most  questions  can  be  framed  so  as  to  be  answers  and  that 
most  answers  can  be  regarded  as  questions  ?  Think  of  the 
paint-box,  and  your  imagination  may  very  well  tell  you  the 
rest.  But  an  example  will,  perhaps,  not  be  quite  superfluous. 
Suppose  the  subject  is  mental  arithmetic.  Each  boy  has  a 
manuscript  book  before  him  with  a  scheme  of  colours  at  the 
top  of  each  page.  Red  in  the  oue  book  may  mean  that  any 
figures  in  that  colour  are  to  have  four  added  to  them.  In  the 
other  book  the  four  lias  been  already  added,  and  the  red  means 
minus  four.  Blue  in  the  one  book  may  mean  "  halve  it  "  and 
in  the  other  book  "  double  it."  Thus  every  word  or  figure  is 
at  once  a  problem  and  a  key,  and  the  work  is  carried  out  with 
the  greatest  activity  and  without  the  sacrifice  of  even  the  time 
necessarj'  to  the  framing  of  a  question.  I  have  applied  this 
method,  to  the  visible  pleasure  of  my  pupils,  to  French 
■grammar  and  English  vocabulary.  If  in  the  one  book  a  word 
in  violet  is  to  be  changed  to  the  feminine,  or  the  plural  or  the 
sub-)unctive  or  to  its  opposite,  in  the  other  the  problem  is  to 
change  the  violet  feminine  or  singular  or  conditional  back  to 
the  forms  possessed  by  the  partner.  For  revision  work  before 
the  inexterminable  examination,  I  know  of  nothing  that  is 
either  quicker,  more  varied,  or  more  amusing  in  its  working. 

New  Uses  or  the  Missing  Wokd. 
Everybody  has  used  the  missing  word  as  an  educational  in- 
strument. We  grown-ups  use  it  in  daily  lite  as  a  quick  means 
of  asking  a  question.  But  I  doubt  whether  many  have  real- 
ized tlie  full  value  of  obscuring  certain  words  throughout  a 
lengthy  text,  and  leaving  the  pupil  to  supply  them  as  he 
reads.  I  prepared  man}'  books,  both  in  English  and  French, 
in  this  way.  Then,  half  in  jest,  I  tried  leaving  the  obscuring  to 
cliance.  That  is  to  say,  I  drew  a  rather  wide  black  line  down 
the  page  in  the  one  book,  while  the  corresponding  page  in  the 
other  book  was  left  clear.  The  practical  problems  were  nearly 
as  numerous,  and  some  of  them  had  a  peculiar  value  due  to 
their  very  origin — such  as  the  partial  obscuring  of  the  ending 
of  one  word  and  the  beginning  of  the  next.  The  boys  are 
almo.st  unanimous  in  declaring  for  chance  as  against  delibe- 
rate blacking-out.  Tliis  led  to  my  "  obscuring  irons  " — frames 
of  zinc  so  made  as  to  be  attachable  to  any  book,  and  blotting 
out  a  certain  portion  of  each  line  on  the  page.  The  number 
of  synonyms  a  boy  will  often  find  before  hitting  on  the  word 
in  the  text,  the  amount  of  ingenuity  displayed  by  the  boy  who 
holds  the  key  in  keeping  his  partner  to  the  right  track,  and 
the  amount  of  general  knowledge  that  is  unconsciously  ab- 
sorbed in  this  way,  are  matters  to  me  of  never-ceasing  wonder. 
In  French,  of  course,  we  have  accidence,  syntax,  and  vocabu- 
lary taught  simultaneously. 

Other  Provisions  for  French  Gramm.ir. 
Much  of  French  grammar,  if  not  most,  is  learned  by 
rhythm.  All  the  regular  and  most  of  the  irregular  verbs  are 
certainly  remembered  by  their  harmonious  progression;  there- 
fore, the  natural  thing  is  to  cover  much  of  the  ground  on 
a  basis  of  rhythmic  principle.  In  the  books  devoted  to  this 
idea  I  say  nothing  about  what  the  tense  is  ;  I  simply  provide 
the  forms  in  their  rhythmic  sequence.  The  type  example  is 
set  out  at  the  top  of  the  page — e.f/.  je  parle.  je  pnrlais,  je 
■parlerai.  When  the  words  are  in  green,  the  boy  listens  and 
corrects,  when  the  opening  word  is  in  red  he  supplies  the 
remainder  of  the  rhythm,  to  be  corrected  in  turn  by  his  partner. 


In  my  reciprocal  translation  book  tlie  one  boy  translates 
the  English  into  French,  while  his  partner  reverses  the  process. 
Needless  to  saj',  the  sentences  are  so  arranged  that  neither 
boy  is  occupied  with  translating  into  the  one  language. 
Space  forbids  my  entering  into  the  sentence-building  game, 
consisting  of  piecing  together  phrases  in  every  imaginable 
way,  and  several  other  similar  devices  in  language-teaching. 

Arithmetical  Machines. 

I  have  always  felt  a  deep  personal  sympathy  with  the  poor 
mathematician,  and  some  envy  for  the  proficient.  And  I  have 
always  sought  new  means  of  getting  the  non-mathematical  or 
anti-mathematical  child,  caught  young,  to  show  more  interest 
in,  and  understanding  of,  numerical  values.  After  some  study 
of  the  question,  some  observation  of  young  children,  and  some 
pondering  on  my  own  experience  at  school,  I  have  come  to 
this  conclusion  :  the  reason  why  some  of  us  have  kept  such  a 
deficient  sense  of  numerical  relations  is  that  nobody  ever 
sought  to  bridge  for  us  an  undoubted  gulf  existing  in  the 
teaching  of  arithmetic  between  the  so-called  concrete  and  the 
so-called  abstract  varieties.  As  soon  as  we  have  learned  what 
nine  is  and  what  five  is,  people  try  abruptly  to  teach  us  that 
nine  and  five  make  fourteen.  That,  I  am  convinced,  is  an 
entirely  wrong  method.  And  that  is  why  I  have  devised  a 
piece  of  apparatus  in  which  nine  and  five,  and  all  the  other 
units,  each  has  its  value  expressed  in  length.  The  numbers 
are  cut  in  zinc,  and  are  placed  with  the  left-hand  end  against 
numbers  painted  above  the  grooves  in  which  they  are  moved 
to  and  fro.  The  boy  then  discovers  his  results,  while  his 
partner  writes  them  down.  I  have  similar  machines  pro- 
ceeding by  tens,  and  apparatus  for  the  addition  of  fractions 
and  of  money.  I  dare  not  yet  describe  the  effect  of  these 
machines  upon  a  boy  who,  although  aged  thirteen,  could  not 
even  add  three  to  any  number  with  certainty,  because  the 
change  in  him  was  so  startling  that  I  have  not  recovered  from 
it  yet ;  and  one  wants  to  be  scientific,  and  not  rhapsodic. 

These  devices  do  not  by  any  means  exhaust  the  suggestions 
I  could  make.  The  field  of  partnership  work  is  vast  and 
almost  unexplored  ;  it  is  also  so  deeply  fascinating  that  one 
feels  that  to  recommend  others  to  experiment  on  these  lines  is 
to  invite  them,  if  to  increased  labour,  to  an  experience  that 
they  can  never  regret.  I  would  not  if  I  could  maintain  any 
richt  in  any  part  of  my  work.  By  adroit  and  contextless 
quotation,  a  certain  educational  review  affected  to  think  other- 
wise. If  the  writer  had  known  anything  at  all  about  me  or 
my  work,  he  would  have  known  that  not  only  the  profits  from 
my  books,  but  all  other  money  I  can  come  by,  is  employed  in 
my  experiments.  If  I  say  that  endless  printed  material  is 
wanted,  I  am  no  more  asking  that  people  should  use  my  books 
than  that  they  should  publish  their  own  for  the  benefit  of 
other  experimenters,  including  myself. 


THE    LEAGUE    OF   THE    EMPIRE. 

By  WisirEED  Felkix. 


lu  the  middle  of  last  July,  the  second  Annual  Meeting  of  the 
Imperial  Union  of  Teachers,  convened  by  the  League  of  the 
Empire,  was  held  in  London.  The  resolution,  proposed  by  the  Chair- 
man of  the  Council.  Sir  Philip  Hutchins,  representative  of  the 
Education  Department  in  Burma,  put  into  memorable  words  tlie 
work  of  the  League — ' '  its  endeavour  to  draw  yet  closer  all  peoples 
of  His  Majesty's  dominions  in  the  bonds  of  brotherhood  and  learn - 
ino-."  To  further  the  unity  of  the  Empire,  the  League  was  founded 
in  1901.  Duiinu-  the  twelve  years  of  its  existence,  its  activities, 
of  which  the  Imperial  Union  of  Teachers  is  one  result,  have  ex- 
panded in  many  directions. 

Imperial  unity,  founded  on  co-operation  with  the  mother  country-, 
has  .always  been  considered  by  England  as  a  necessity  of  efficient 
colonization.  As  early  as  1527.  American  fisheries  were  a  recognized 
English  industry,  and' Raleigh  wrote,  at  the  end  of  the  century,  when 
they  were  employing  over  a  thousand  men  and  boys,  "  If  these 
should  be  lost,  it  would  be  the  greatest  blow  given  to  England." 
England  has  profited  by  the  lesson  learnt  from  Spain,  which,  starting 
with  equal  advantages,  failed  to  keep  her  v.-ist  possessions  in  Spani'h 
America  because  she  vested  huge  tracts  of  land  in  individuals  (thus 
preventing  their  development),  discouraged  education,  and  branded 
any  trade  or  industry  as  a  social   degradation.     By  doing   so   she 


56 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  191.; 


destroyed  one  of  the  chief  reasons  for  contact  between  her  colonies 
and  herself. 

Contact  between  England  and  her  colonies  has  always  been  fos- 
tered, but,  during  the  last  fifty  years,  the  desirability  of  still  closer 
union  between  the  scattered  portions  of  the  British  Empire  would 
be  admitted  by  many  responsible  statesmen.  It  is  well  known  that 
Mr.  Chamberlain,  in  1902,  went  so  far  as  to  consider  political 
federation  '"within  the  limits  of  possibility."  It  is  necessitated  by 
the  acquisition  of  new  territory  and  by  tlie  rapid  growth  of  popula- 
tion, trade,  and  capital — interests  which  will  become  separate  from 
those  of  the  mother  country  unless  they  become  identified  with  each 
other. 

The  League  of  the  Empire  recognized  that  mutual  knowledge, 
brought  about  by  interchange  of  ideas,  either  by  correspondence  or 
personally,  is  one  of  the  best  ways  of  identifying  scattered  interests 
and  thereby  establishing  an  Imperial  tradition.  Therefore  one  of  its 
first  works  of  importance  was  to  establish  correspondence  between 
children  throughout  the  Empire  (1901)  ;  then  it  aifiliated  schools 
(1903),  convened  an  Education  Conference  between  the  Education 
Departments  of  the  Empire  (1907).  established  a  srbeme  for  the 
migration  of  teachers,  a  lace  and  needlework  industry  on  the  Island 
of  St.  Helena,  and  a  non -resident  club  for  members  of  the  League 
in  London.  A  monthly  federal  magazine  gives  full  reports  of  its 
activities.  It  also  felt  that  those  responsible  for  the  training  ot 
future  generations  should  be  di'awn  together,  and  therefore  if 
inaugurated  the  Imperial  Union  of  Teachers  in  1913.  In  191i  the 
first  Annual  Meeting  brought  together  four  hundred  representa- 
tatives  from  the  teachers'  associations  and  educational  institutions 
throughout  the  Empii'e  under  the  presidency  of  Lord  Meath.  The 
appreciation  and  success  of  the  work  of  the  League  was  shown  by 
the  invitation  of  the  Government  of  Ontario  to  the  Conference  to  hold 
its  next  meeting  in  Toronto — a  practical  illustration  of  the  words  of 
the  Head  Master  of  Winchester  "  that  the  League  has  acted  rightly 
in  taking  education  as  the  basis  of  a  satisfactory  interchange  of 
thought  and  sympathy  between  the  various  nations  of  the  Empire, 
for  it  is  the  vital  bond  of  education  that  would  bind  these  nations 
together."  During  the  Conference,  discussing  the  common  interest 
Britain  and  her  colonies  felt  in  what  is  eminently  a  pursuit  of  peace 
• — education — there  was  little  thought  that  both  were  so  soon  to  be 
united  in  the  defence  against  a  common  eueniy.  Yet  the  repre- 
sentative of  New  South  Wales  spoke  of  the  Australian  army  ■'  which 
was  intended  not  only  to  defend  its  own  shores,  but  to  help  the 
mother  country  any  tome  it  was  needed."  This  note  was  re-echoed 
by  other  representatives. 

Since  these  words  were  spoken,  the  unity  of  the  Empire  has  been 
put  to  a  greater  test  than  ever  before  in  history,  and  the  hisrh  con- 
fidence which  Britain  placed  in  her  colonies  has  been  justified.  In 
bringing  this  about,  the  work  of  the  League  has  done  its  part.  The 
late  Field -Marshal  Earl  Roberts,  a  kind  and  interested  friend  of  the 
League,  was  brought  into  touch  with  it  by  the  work  of  his  last 
years — a  plea  for  the  adequate  military  defence  of  the  realm — for  the 
relation  of  Britain  to  her  colonies  is  closely  connected  with  the  ques- 
tion of  Imperial  defence.  After  the  War  broke  out  he  sent  the 
following  letter  to  the  October  number  of  the  Federal  Magazine,  his 
message  to  the  children  of  the  Empire,  written  for  them  on  his 
eighty-second  birthday :  — 

"  Childeen  of  the  Ejipihe, — 

"  You  have  all  heard  of  the  War  ;  you  have  all  heard  of  the 
fighting  forces  sent  from  every  part  of  the  Empire  to  help  the  mother 
country.  Why  are  we  fighting  'i  Because  the  British  Empire  does 
not  break  its  promises,  nor  will  it  allow  small  nations  to  be  bullied. 

"  Now.  the  British  Government  promised,  with  all  the  great 
Powers  of  Europe,  including  Germany,  that  no  army  should  set  foot 
in  the  territory  of  the  httle  nation  of  Belgium  without  her  leave  ;  in 
other  words,  she  '  guaranteed  the  neutrahty  of  Belgium.' 

"Germany,  however,  was  bent  on  War  and  on  dominating  other 
nations.  Britain  did  her  best  to  keep  the  peace,  but  Germany, 
breaking  her  word,  marched  her  armies  into  Belgium  to  try  "to 
conquer  France. 

"  Children  of  the  Empire,  this  is  why  we  are  at  War — to  keep  our 
promise,  to  help  our  friends,  and  to  keep  the  Flag  of  Liberty  flying, 
not  oidy  over  our  own  Empire,  but  over  the  whole  world." 

The  value  of  his  message  for  us,  equally  children  of  the  Empire, 
though  of  an  older  growth,  is  twofold.  It  is  the  considered  opinion 
of  a  man  whose  military  achievements  have  been  of  large  historical 
importance  to  Britain,  and  the  fact  of  his  writing  it  represents  his 
attitude  to  the  question  of  Imperial  unity,  in  the  desirability  of 
which  he  believed.  That  it  had  to  be  manifested  in  the  interests  of 
War  rather  than  of  peace,  he  would  have  been  one  of  the  first  to 
deplore.  We  may,  indeed,  hope  that  the  time  may  not  be  far 
distant  when  the  friendship  between  Great  Britain  and  her  colonies, 
as  well  a-s  that  between  nations  now  so  disastrously  at  War,  may,  in 
the  words  of  Lord  Acton,  "contribute  to  the  treasure  of  civilization 
by  taking  into  partnership  in  the  enjoyment  of  its  rewards  those  who 
are  far  off  as  well  as  those  who  are  below." 


TO    FRANCE. 

\_Suggestcd  by  the  President'' s  Addresn  at  i]ie  Reopening   of  the  SorhonneJ\ 

TiiEY  are  worth  while  : 

These  sufferings  of  yours — are  worth  the  pain 
That  ye  endured  :  an  ancient  people  ye. 
Who  from  the  ashes  of  the  Funeral  pile 
Of  Rome's  great  Empire  raised  your  heads  again. 
The  first  to  seek  and  find  new  destiny. 
Ye  who  have  striven 

Witli  liands  and  minds  in  innate  energy. 
Ye  have  your  faults,  ay,  and  3'our  hearts  are  riven 
Bj-  memories  of  more  than  one  great  crime 
That  mars  your  history's  page  :  yet  .said  your  say 
And  done  your  deed  have  ye,  both  3'esterday 
And  now,  attaining  sometimes  the  sublime: 
Ye  who  are  artists,  sculptors,  poet.s — those 
Who  give  expressions  to  the  mind  within  : 
Logicians,  scholars,  fountains  whence  tliere  flows 
Philosophy's  clear  stream  as  origin  : 
Lo,  ever}'  pathway,  gateway  or  approach 
Ye  have  unlocked  to  modern  science. 
And  what  is  tliere 
To  which  3"e  have  not  bid  defiance 
Of  all  convention's  forms  ?     How  rich  and  i-are 
The  splendour  of  your  kings  and  consorts  fair. 
Magnificent  as  Cinderella's  coach  ! 
Republics  next  ye  tried  ;  and  then  ye  gave 
The  people  power :  'tis  3-6  have  taught  mankind 
(So  tliat  none  henceforth  e'er  can  be  a  slave) 
The  worth  and  dignity  of  human  mind. 
By  you  the  nations  all, 
Both  might}'  ones  and  small. 
Are  estimated  worthy  3'our  respect : 
'Twas  ye,  who  with  your  arms  and  intellect 
'     Unravelled  in  the  past  the  German  tangle : 
Brought  order  into  things  political. 
Determined  the  antique  Teutonic  wrangle 
By  pulling  down  their  thrones  :  ye  did  reject 
Hundreds  of  jjetty  princes,  disaifeet 
Their  subjects  :  puppets  they  of  your  great  king- 
The  Fourteenth  Louis  :  who  to-day  would  bow 
Respectful  knees  to  Germany,  would  bring 
Their  fawning  homage  to  the  Kaiser  now 
If  ye  had  not  the  world's  foundations  shaken, 
Its  whole  regeneration  undertaken. 
Ye  helped  unfurl  the  Stars  and  Stripes — to  free- 
The  modern  Greece  from  her  bonds ; 
At  Belgium's  liid  for  liberty 
Ye  played  your  part,  for  France  responds 
To  evei'y  call  that  comes  from  the  oppressed  ; 
The  Balkan  States  ye  helped  ;  and  Italy  ; 
When  they  were  struggling  to  their  birth :  all  eyes 
Have  turned  towards  you  as  if  to  manifest 
Their  faith  in  you  as  savidiirs  :  and  sliall  ye 
Be  cast  down  from  3-our  old  estate,  despise 
Your  former  dignit}-,  reduced,  descend 
In  your  turn  to  the  level  ot  the  slave  I-* 
If  so,  ye  live  no  longer  ;  'tis  the  end 
Of  France,  and  freedom  here  has  found  its  grave. 

Lilian  Faiubkothek  Ramsey. 


A   VISION    OF   VENGEANCE. 

Thougii  the  welter  of  War  linger  on  as  before,  though  our 

ears  may  be  deaf  with  the  din, 
Though   our   Kitchener   say   that   in   April   or   Ma}-   is    the 

struggle  "  about  to  begin  "  ; 
Though  the  newsmongers  bawl  of  disasters   appalling    (that 

sell  the  "  6.30  "  or  "Home") 
There  are  tidings  of  joyance  for  one  and  for  all  from  our  dear 

Copenhagen  and  Rome. 

I'or  the  story  is  told  that  the   gentle   and   bold,   if   a   trifle 

ingenuous,  Boclie 
Is  leaving  the  speech  of  superlative  Nietzsche,  and  treating. 

Bernhardi  as  tosh  ; 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


57 


Our  mellifluous  friend,  having  brought  to  an  end  our  com- 
merce, our  Army  and  Fleet, 

To  attacking  our  language  will  now  condescend,  that  the 
downfall  be  duly  complete. 

O  my  Muse,  let  us  run,  let  us  fly  to  the  fun,  when  the  corpulent 

Teutons  shall  quake, 
As  they  splutter  and  sweat  through  the  mazes  of  get,  through 

the  columns  and  columns  of  take ; 
Let  us  spread  in  the  way  of  their  footsteps  to-day  our  do's  and 

our  (lid's  for  the  foe. 
And  shriek  with  delight  as  we  hear  what  they  say  of  our  cough 

and  our  2'lough  and  our  thuugh. 

Let  us  cunningly  weave,  with  intent  to  deceive,  a  net  of  our 

out's  and  our  ins, 
Let  us  gloat  on  their  screams  when  they  tackle  our  Wemyss, 

when  Oholmondeley  requiteth  their  sins; 
Let  us  mock  them  with  "  Pish  !"  and  with  "  Tush  !"  as  we  dish 

up  a  twister  or  two,  as  may  be. 
Where  rollicks  our  insular  r  with  initial   th,  or  with  /  and 

with  V. 

A.  C.  Bkay. 


CORRESPONDENCE. 


VENTILATION. 
To  the  Editor  of  "  The  Edticational  Times." 

Sir, — I  am  glad  to  see  that  at  last  we  are  beginning  to 
•wake  up  to  the  evil  effect  of  draughts.  Certainly  tlie  ventila- 
tion in  schools  leaves  very  much  to  be  desired  on  the  score  of 
the  great  discomfort,  if  not  actual  danger  to  health,  which  it 
inflicts  on  defencel->ss  children  in  cold  weather.  I  have  given 
some  amount  of  attention  to  the  subject,  and  my  conclusion 
is  that  one  or  two  simple  expedients  combined  with  a  little 
common  sense  should  be  sufficient  to  solve  the  problem  in  the 
majority  of  cases. 

In  the  first  place,  we  must  remember  that  it  is  possible  to 
have  "  drauirhts  "  without  any  window  being  open,  owing  to 
the  fact  that  a  large  thin  sheet  of  glass  exposed  to  the  cold 
atmosphere  outside  chills  the  air  in  the  room  in  contact  with 
it  and  sets  up  a  cold  (but  not  fresh)  current,  which  may  be 
easily  mistaken  for  a  true  "  draught."  Also  the  cold  glass 
will  abstract  the  heat  from  one's  body  by  I'adiation,  and  so 
cause  the  feeling  of  a  draught.  One  remedy  sometimes 
adopted  is  to  place  hot-water  pipes  under  the  window,  but  the 
heat  so  supplied  to  the  glass  must  be  of  considerable  amount, 
since  most  of  it  is  passed  on  to  the  air  outside,  a  somewhat 
wasteful  proceeding.  The  pi-oper  remedy  is  the  well  tried 
and  economical  device  of  the  double  loindom. 

So  much  for  insulnting  a  room  and  preventing  the  heat 
a,pplied  to  it  from  being  unduly  dissipated.  Now  for  ventila- 
tioti.  Here,  again,  a  little  common  sense  is  required  rather 
than  any  elaborate  installation.  In  fact,  the  less  elaboration 
and  doctoring  of  the  air,  the  better.  An  occasional  opening 
of  doors  and  windows  is,  after  all,  the  best  system  of  ventila- 
tion that  has  ever  been  devised,  and,  if  the  crude  process  is 
a  little  troublesome  in  practice,  we  may  preserve  the  principle 
and  dignify  it  by  the  name  of  "  intermittent  scavenging."  Let 
inlets  for  air  be  provided  either  in  the  windows  or  in  the  walls, 
and  let  these  be  opened  automatically  for  a  short  interval  at 
regular  and  adjustable  periods.  Nothing  more  will  be  re- 
quired, for,  as  soon  as  the  room  becomes  too  warm  and 
oppressive,  an  inlet  will  open  at  the  prearranged  moment 
and  a  stream  of  cold,  fresh  air  will  flow  in,  being  felt  as 
a  wholesome  and  invigorating  breeze  for  the  limited  period  of 
its  action,  and  being  automatically  shut  off  before  it  has  had 
time  to  lower  the  temperature  of  the  room  unduly  or  to  be 
felt  as  a  chilling  draught.  The  warm  air  in  the  room  will 
itself  pi-ovide  the  necessary  tempering  in  cold  weather. 

The  conclusions,  then,  at  which  we  have  arrived  are — (1)  have 
thick  walls  and  double  windows  if  you  wish  to  economize 
fuel;  (2)  provide  some  automatic  method  of  periodically 
opening  windows  or  special  air-inlets,  and  let  the  amount 
or  duration  of  opening  be  capable  of  adjustment ;  (3)  do  not. 


in  this  country  at  least,  doctor  the  incoming  air  in  any  way. 
— I  am.  Sir,  your  obedient  servant, 

London  Institution,  Immo  S.  Allen. 

rinsbury  Circus,  E.C 


IS   OUR   ENGLISH  PRONUNCIATION  "CARELESS, 
SLOVENLY,   AND    SLIPSHOD ".» 

To  the  Editor  of  "  The  Educational  Times." 

Sir, — I  had  not  the  advantage  of  hearing  Mr.  Caldwell 
Cook's  paper  on  "  The  Teaching  of  the  Pronunciation  of 
English  "  read  at  the  last  Annual  General  Meeting  of  the 
English  Association,  but  the  newspaper  reports  seem  to  show 
that  the  value  of  his  contribution  was  not  sufficiently  ap- 
preciated, and  that  the  criticisms  were  too  severe.  Shortly, 
Mr.  Caldwell  Cook's  contention  was  that  English  pronuncia- 
tion had  become  "careless,  slovenly,  and  slipshod,"  and  that 
"  the  remedy  was  to  pronounce  the  vowels  in  the  unaccented 
syllables." 

The  chief  critic.  Prof.  Wyld,  of  Liverpool  University, 
"  disagreed  witJi  every  word  of  the  lecture,  and  had  never 
dreamed  of  hearing  so  preposterous  and  absurd  a  case  put 
forward  so  unblushingly."  Yet,  without  pretending  to  agree 
with  Mr.  Caldwell  Cook,  I  cannot  help  feeling  grateful  to  him 
for  raising  a  subject  of  no  small  importance,  and  I  venture  to 
suggest  that  many  Englishmen  who  think  they  speak  well  and 
correctly  would  be  horrified  on  seeing  an  exact  phonetic  tran- 
script of  tlieir  speech.  They  would,  I  think,  at  once  make  up 
their  minds  to  see  what  they  could  do  to  improve  their  pro- 
nunciation and  make  it  more  exact. 

A  very  superficial  examination  would  show  that  most 
people  have,  in  many  instances,  two  different  ways  of  pro- 
nouncing the  same  word.  One  (correct)  way  they  would 
give  in  answer  to  the  question  "  How  do  you  pronounce  this 
word.^"  and  another  (incorrect)  way  they  would  use  in 
ordinary  conversation.  The  word  "  was,"  the  varying  spoken 
forms  of  which  often  puzzles  foreigners,  gives  an  illustration 
familiar  to  students  of  phonetics. 

The  most  feasible  reform  seems  to  lie  in  an  effort  to  bring 
the  pronunciation  of  the  words  used  in  sentences  into  greater 
agreement  with  the  same  words  used  alone,  and  this  view 
appears  to  be  supported  by  Prof.  Rippmann's  statement  that 
"  clearer  and  better  speech  is  a  matter  of  articulation." 

Foreigners,  who  depend  too  much  upon  phonetics  for  their 
pronunciation,  often  speak  in  a  stilted  and  artificial  style,  but 
there  is  no  reason  why  every  educated  Englishman  should  not 
contribute  to  the  improvement  of  spoken  English  by  rejecting 
many  accepted,  but  "  careless  and  slovenly,"  forms  of  pro- 
nunciation, and  yet  give  not  the  slightest  sign  of  pedantry  or 
affectation. 

I  do  not  see  whj^  the  r  should  be  entirely  absent  from 
"  wo(r)d"  or  "  remembe(r),"  why  the  h  should  be  missing  in 
"  w(h)ich  "  and  "  w(h)at,"  and  I  heartily  object  to  "  thum  "  (or 
even  "  'um  ")  for  "  them." 

May  I,  by  your  courtesy,  ask  some  of  your  readers  to  give 
their  views  on  this  subject  ? — I  am,  yours  faithfully, 

A.  Millar  Inglis. 


CURRENT    EVENTS. 


Beqlsning  on  February  3,  Canon  Naime  will  give  a  course  of  Uni- 
versity Extension  Lectures  arranged  by  tbe  Association  fur  the 
Teachers'  Study  of  the  Bible.  Information  from  Miss  Graveson, 
Goldsmiths'  College,  New  Cross,  S.E. 


The  Cheshire  Education  Committee  have  decided  to  pay  the  travel- 
ling expenses  to  secondary  schools  of  several  Belgian  refugee  children. 
The  view  was  strongly  expressed  that  the  education  of  Belgian  refugee 
children  should  not  be  neglected,  and  that  those  who  had  been 
accustomed  to  attend  secondary  schools  in  Belgium  should  be  sent  to 
such  schools  here. 

Theee  is  to  be  no  Boat  Race  this  year — after  an  unbroken  series 


58 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


since  lSo6.     There  is  nothing-  surprising  in  this  : 

"  For  this  is  scarcely  odd,  becaupe 
They've  vanished,  every  one." 

In  other  words,  the  rowing  men  have   "vanished" — to  the  Front. 
The  Blues  have  joined  the  Colours. —  Westminster  Gazette. 


Sin  Robert  Blaie  advises  that,  in  case  of  Zeppelin  attack,  children 
should  continue  their  work,  avoid  the  windows,  and  be  kept  at  school 
until  the  danger  is  over. 


The  Head  Masters'  Conference  expressed  the  opinion  that  it  was 
desirable  that  facilities  in  the  way  of  reduced  fees  should  be  offered 
by  the  public  schools  to  sons  of  those  killed  in  the  War.  It  was 
resolved  to  appoint  a  Committee  to  take  action  in  the  matter.  The 
Committee  of  the  Conference  was  empowered  to  vote  a  sum  of  money 
from  the  Conference  Funds  to  one  or  more  of  the  War  Relief  Funds. 


Theee  are  two  ladies,  says  the  Z'liifirsiti/  Correspondtnt,  on  the  list 
of  London  University  professors  and  five  on  the  list  of  readers,  and 
in  the  schools  of  the  University  there  are  fifty-four  recognized 
teachers  in  Arts  and  twenty-five  in  Science.  In  the  other  modern 
English  Universities  there  are  only  twenty-three  women  teaching  in 
Arts  and  fifteen  in  Science.  The  Federation  of  University  Women 
publishes  the  above  information  in  a  report,  which  also  hints  regret 
at  the  slow  increase  of  the  number  of  women  lecturers  at  Newuham 
and  Girton. 


The  Tcc/ijjifd? /o«rHff/ for  January  gives  a  detailed  account  of  the 
magnificent  Institute  of  Technology  for  Massachusetts.  The  article 
is  illustrated  with  architects'  drawings,  which  show  buildings  of 
great  dignity  and  beauty. 


The  Vice-Chancellor  of  the  University  of  Cambridge  has  received  a 
letter  from  Count  Lalaing,  the  Belgian  Ambassador,  in  which  he 
expresses  his  thanks  to  the  Senate  of  the  University  for  the  generous 
hospitality  they  have  extended  to  Professors  of  Louvain,  Liege,  and 
Gand,  and  a  number  of  young  men  who  are  not  of  an  age  or  are 
otherwise  unfit  to  enter  the  army.  The  constant  manifestations  of 
sympathy,  he  says,  have  produced  a  profound  impression  on  the  Bel- 
gian professors  and  students  at  Cambridge,  as  well  as  on  the  Belgian 
Government. 


The  absence  of  students  at  Cambridge,  and  the  preoccupation  with 
drill  of  those  who  remain,  is  indicated  by  the  fact  that  no  essays  were 
sent  in  for  the  Thirlwall  Prize  and  the  Hulseau  Prize. 


Mb.  Cloudesley  Beeeeton  was  invited  by  the  University  of  Paris 
to  give,  on  January  31,  one  of  a  series  of  eight  lectures  dealing  with 
the  War.     His  subject  was  "  An  English  View  of  the  War." 


The  Galton  Dinner  and  Lecture,  which  were  instituted  last  year 
by  the  Eugenics  Education  Society  in  memory  of  Sir  Francis  Galton, 
will  be  held  on  the  anniversary  of  his  birth,  Tuesday,  February  16, 
at  the  Hotel  Cecil,  at  V  p.m.  Pmf.  J.  A.  Thomson  will  deliver  a 
lecture  on  "  Eugenics  and  the  War." 


SiE  Henuy  Miees  has  tendered  his  resignation  as  Principal  of  the 
University  of  London,  and  has  accepted  the  position  of  Vice-Chancelior 
of  Manchester  Univereity. 

Owing  to  the  difficulty  in  getting  junior  assistant  masters  for 
lower  forms,  many  schools  ai-e  appointing  assistant  mistresses  on 
the  staflf. 


"  Is  it  true,"  asks  a  correspondent  in  the  Oxford  Magazine,  "  that 
the  Universit}'  loses  about  £1,800  a  year  by  refusing  to  take  degree 
fees  from  women,  and  that  it  could  obtain  many  thousands  of  pounds 
at  once  by  taking  them  from  women  who  have  qualified  for  the 
flegree  in  past  years  r'  If  so,  it  seems  difficult  to  imagine  any 
reasonable  person  having  the  least  sympathy  with  its  alleged  financial 
difficulties." 


THE    TEACHERS'    REGISTER. 

At  the  January  meeting  the  Council  was  engaged  for  some 
time  in  the  discussion  of  questions  raised  by  the  Board  of 
Education's  Circular  on  Examinations  in  Secondary  Schools. 
It  is  expected  that  the  discussion  will  extend  over  several 
future  meetings,  and  that  the  final  opinion  of  the  Council  will 
have  a  special  weight  as  coming  from  a  body  representing  all 
types  of  teachers.  -it-*. 

In  view  of  the  early  publication  of  the  first  Official  List 
of  Registered  Teachers,  on  which  it  is  desirable  that  the 
names  of  all  qualified  teachers  should  appear,  special  efforts 
are  being  made  to  secure  early  applications  from  those  who 
are  not  already  registered.  The  officers  of  the  various  associa- 
tions are  taking  steps  to  bring  before  their  members  the  im 
portance  of  registering  at  once,  and  local  meetings  of 
National  Union  of  Teachers  are  giving  attention  to 
movement. 

The  result  of  these  efforts  is  seen  in  an  increase  m  the 
weekly  average  of  applications  which  have  been  received  since 
the  beginning  of  the  year.  Among  those  who  have  applied  may 
be  mentioned  Dr.  Hastings  Eashdall,  of  New  College,  Oxford  ; 
Prof.  Karl  Breul,  of  Cambridge ;  Canon  Swallow,  late  Head 
Master  of  Chigwell  School ;  Mr.  W.  A.  Newsome,  editor  of  the 
A.M. A  ,  Senior  Master  and  Acting  Head  Master  of  tlie  Station- 
ers' Company's  School ;  Mr.  E.  H.  Carter,  H.M.  Inspector  of 
Schools  ;  Miss  K.  M.  Buck,  late  of  the  Northern  Folytechnic  ; 
Mr.  W.  S.  Carrack,  President  of  the  Worcestershire  Teach- 
ers' Association;  Miss  Davies,  of  the  University  Training 
College.  Liverpool  ;  Mr.  G.  H.  Powell,  Vice-Chairnian  of  the 
Parliamentary  Committee  of  the  N.U.T.  ;  and  Mr.  J.  W. 
Jacob,  late  President  of  the  Head  Teachers'  Association. 


the 

the 


PRIZE    COMPETITION. 


Pkizes  are  ofi'ered  each  month  for  the  best  replies  to  the 
subject  set.  Competitors  may,  if  they  wish,  adopt  a  nom  :h 
guerre,  but  the  name  and  address  of  winners  will  be  published. 
Competitions,  written  on  one  side  of  the  paper  only,  should 
be  addressed  to  the  Editor  of  The  Educational  Tinieif, 
6  Claremont  Gardens,  Surbiton,  and  should  reach  him  not 
later  than  the  15th  of  the  month.  As  a  rule  competitions 
should  be  quite  short,  from  100  to  500  words. 

The  first  prize  will  consist  of  half  a  guinea;  the  second 
prize  of  a  year's  free  subscription  to  The  Educational 
Times.  It  is  within  the  discretion  of  the  Editor  to  award 
more  than  one  first  prize,  or  more  than  one  second  prize. 


TiiE  January  Competition. 

The  heat  brief  statement  of  the  merits  and  defects  of  any 
textbook  at  present  in  use  in  schools. 

Publishers  should  be  relieved  to  learn  that  the  great  lack  in 
this  competition  has  been  adverse  criticism  of  the  textbooks 
selected.  A  sense  of  gratitude  seems  to  have  impelled  a  great 
many  teachers  to  write  pleasant  things  about  the  books  they 
are  using.  It  is  true  that  in  most  cases  the  competitor 
appears  to  have  remembered  towards  the  end  of  his  disquisi- 
tion that  defects  as  well  as  merits  were  called  for.  But  the 
blemishes  indicated  were  in  most  cases  trivial,  and  had  all  the 
air  of  being  added  to  meet  the  conditions  of  the  competition 
—mere  critical  make-weights.  On  the  whole,  the  following 
is  the  best  managed  and  most  balanced  of  the  estimates 
sent  in : 

Scott  and  Jones—"  First  Latin  Course."     (Blackie.) 

This  book  combines  most  happily  the  newer  method  of 
Latin  teacliing  with  the  older,  and  is  found  a  most  satisfactory 
beginners'  course,  even  by  teachers  who  do  not  to  anj-  great 
extent  adopt  the  conversational  method. 

The  special  merit  of  the  book,  compared  with  certain  other 
courses  in  the  market,  is  its  methodical  thoroughness.  Not 
too  many  rules  are  introduced,  and  the  beginner  may  thus  be 


Feb.  1,  19J5.] 


THE  EDUCATIONAL  TIMES. 


59 


drilled  to  habits  of  accuracy  in  such  essentials  as  the  concords. 
Bepetitio  mafer  studiorum. 

The  vocabularies  are  excellent  and  easily  learned.  The 
classification  of  woi-ds  ad  sensum  is  a  great  aid  to  revision  and 
appeals  to  the  children's  play  instinct.  The  frequent  occur- 
rence of  certain  important  little  words  (interrogatives,  &c.) 
in  the  conversational  and  other  exercises  proves  most  useful. 
The  selection  of  third  declension  nouns  is  very  good. 

The  "  Proverbia "  are  an  outstanding  feature,  and  can 
h,irdly  fail  to  interest  and  instruct  even  the  less  alert  pupils. 
They  are  intrinsically  worth  knowing  {e.g.  vae  viciis,  si  vis 
pacem  beUuiii.  pnra),  and,  if  they  are  well  learned  by  heart, 
many  useful  words  are  fixed  in  the  mind. 

A  short  outline  of  grammar  is  given  at  the  end.  1  venture 
to  suggest  that  it  would  be  improved  if  the  English  mean- 
ing of  each  case  and  person  were  given.  I  have  in  practice 
found  pupils  voice  this  desire.  In  .some  schools  it  is  necessary 
to  make  this  book  serve  during  the  first  year  of  Latin  without 
the  use  of  a  separate  grammar  book  (whether  that  of  Messrs. 
Scott  and  Jones  or  any  other). 

The  grammar  given  might  with  advantage  be  more  fully 
incorporated  in  the  later  exercises.  Tow.ards  the  end  of  the 
book  the  fourth  and  fifth  declensions  might  be  occasionally 
introduced,  and  it  seems  a  pity  that  throughout  we  are  prac- 
tically confined  to  the  present  tense  of  the  verb. 

The  earlier  Latin-English  exercises  are,  perhaps,  in  a  few 
instances  monotonous,  especially  if  our  girl  beginners  of 
about  thirteen  are  considered — and  the  book  is  in  the  hands  of 
many  such.  Some  of  the  later  translation  exercises,  intro- 
ducing the  tales  of  early  Roman  history — e.g.  the  Scaevola 
incident — are  very  skilfully  contrived  from  the  grammatical 
material  at  command. 

A  very  capable  estimate  of  D.  B.  Jones's  "  Lessons  in  Heat 
and  Light "  is  submitted  by  a  competitor,  who  praises  the 
manipulation  of  the  "  wonder  motive  "  and  the  skilful  use  the 
author  makes  of  raathemanics  without  demanding  from  his 
pupils  too  much  technical  knowledge  in  that  testing  subject. 
The  only  complaint  is  that  Mr.  Jones  does  not  make  sufficient 
use  of  "  graphical  repi-esentation." 

Quite  a  literary  estimate  of  "  the  historical  anthology  called 
'  Lyra  Historica  '  "  is  submitted  by  "  Adeimantus."  Un- 
fortunately, he  (or  is  it  she  '■f)  takes  too  big  a  canvas  and  rules 
himself  out  of  the  competition  by  treating  of  the  teaching  of 
history  in  general.  Many  of  his  remarks  show  genuine  in- 
sight, and  he  takes  pride  in  pointing  out  that  from  such 
a  textbook  "  the  children  would  discover  such  striking 
quotations  as  the  at  present  specially  appropriate  'king- 
deluded  Germany.'"  "Adeimantus"  shows  distinct  literary 
Hair.  We  hope  to  hear  from  him  again.  The  other  papers 
iu  History  are  certainly  much  too  lenient  with  the  textbooks 
they  treat. 

Another  competitor,  who  deals  very  cleverly  with  classical 
textljooks,  is  disqualified  because  she  treats  of  the  subject  in 
general  and  illustrates  her  thesis  by  referring  to  two  books 
by  way  of  an  interesting,  but  for  our  purposes  irrelevant, 
parallel.  She  tells  us  that  W.  Gunion  Rutherford's  "  First 
Greek  Grammar"  is  admiraV)le,  but  that  it  seems  to  be 
written  on  the  assumption  that  the  pupils  will  master  the  whole 
book  liefore  proceeding  to  the  translation  of  even  the  simplest 
sentences.  As  this  does  not  please  her,  she  gives  an  account 
of  Dr.  William  Smith's  "  First  Greek  Course,"  and  suggests 
that  the  pupils  should  use  both  books,  each  to  supplement  the 
other. 

The  Geograph}'  contributions  are  weak,  none  of  the  more 
recent  scientific  books  being  treated.  One  textbook  is  highly 
praised  on  the  singular  ground  of  the  great  number  of  dif- 
ferent kinds  of  type  used.  No  competitor  deals  with  Modern 
Languages,  and  English  has  not  a  vei-y  good  showing.  One 
of  the  few  books  that  have  received  a  really  adverse  notice  is 
a  work  on  English  Grammar,  the  complaint  being  that  it  is 
worked  out  "  in  ridiculous  and  pedantic  detail." 

Our  spirits  rose  when  we  found  a  criticism  of  Euclid.  We 
knew  he  had  many  merits  and  some  faults,  but,  in  a  com- 
petition, we  expected  a  cheerful  treatment.  Nor  were  we 
disajipointed  in  the  matter  of  gaiety.  The  fooling  was  fair  ; 
but,  if  one  fools  with  Euclid,  one  should  fool  excellently, 
and  rmr  competitor  fell  just  short  of  success.  A  very  little 
more  and  he  would  have  scored  a  hit. 


A  half-guinea  prize  is  awarded  to  "  Graramaticus,"  who 
will  please  send  his  or  her  name  and  address  for  publication 
in  our  next  number. 

The  winners  in  the  December  Competition  wei-e  Mr.  W.  D. 
Roberts,  16  Cheriton  Gardens.  Folkestone,  aud  Mr.  J.  Hard- 
man,  Church  Road,  Thornton,  Preston. 


Subject  for  February. 

The  most  appropriate  quotation  from  any  well  knoivn  author 
as  applied  to  thn  title  of  any  book  mentioned  in  this  (the  Fehru- 
ary)  number  of  The  EDUCATlON.iL  Times,  whether  in  the  text  or 
in  the  advertisements. 


SIR    HENRY    MIERS. 


At  the  meeting  of  the  Senate  of  the  London  University,  says 
the  Manchester  Guardian,  Sir  Henry  Miers  tendered  his 
resignation  as  Principal  of  the  University,  and  the  resigna- 
tion, with  marked  regret,  was  accepted.  It  was  understood 
that  the  resignation  did  not  arise  out  of  any  circumstances 
connected  with  his  present  position  or  out  of  any  desire  to 
sever  his  connexion  with  University  work.  On  the  contrary, 
his  great  ability  and  experience  are  likely  shortly  to  find 
another  and  even  more  important  sphere  of  labour,  as  he  will 
be  nominated  to  succeed  Sir  Alfred  Hopkinson  as  the  Vice- 
Chancellor  of  the  Manchester  University.  If  the  appointment 
should  be  made,  it  will  be  one  on  which  the  University  of 
Manchester  may  be  warmly  congratulated.  Sir  Henry  has 
been  Principal  of  the  London  University  since  1908. 

Sir  Henry  Miers  has  gained  distinction  both  as  a  scientist 
and  as  an  administrator.  He  was  born  in  Rio  de  Janeiro  m 
May,  1858,  the  son  of  Mr.  Francis  C.  Miers,  C.E.,  and  was 
educated  at  Eton  and  Trinity  College,  Oxford.  Prom  1882  to 
1895  he  acted  as  Assistant  in  the  British  Museum,  and  then 
from  1895  to  19(-'8  was  Waynflete  Professor  of  Mineralogy  at 
Oxford.  As  a  scientist,  he  has  been  best  known  for  his  re- 
searches in  crystallography,  and  for  a  period  of  ten  years_  he 
was  instructor  in  crystallography  at  the  Central  Technical 
College,  South  Ken.sington.  His  abilities  as  an  organizer 
were  made  clear  in  the  work  he  did  as  a  member  of  the  Heb- 
domadal Council  at  Oxford,  and  it  was  largely  owing  to  the 
reputation  he  gained  in  that  position  that  he  was  chosen  as 
Principal  of  the  London  University.  He  is  known  as  a  man 
of  great  learning  and  wide  interests — interests  not  at  all 
confined  to  scientific  detail — and  also  as  one  of  marked  ad- 
ministrative ability.  His  experience  in  Oxford  and  in  London 
has  made  him  familiar  with  the  needs  alike  of  an  ancient 
University  and  of  the  modern  Universities.  He  has  travelled 
a  great  deal,  and  his  publications  include  "A  Visit  to  the 
Yukon  Gold  Fields,"  issued  in  1901. 

Among  the  many  positions  Sir  Henry  has  held  are  those  of 
a  Fellow  of  Eton  College,  Secretary  to  the  Delegates  of  the 
University  Museum,  Delegate  of  the  University  Press,  Vice- 
President  of  the  .Chemical  Society,  Vice-President  of  the 
Geological  Society,  President  of  the  Mineralogical  Society, 
President  of  the  Geological  Section  of  the  British  Associa- 
tion in  1905,  and  of  the  Educational  Section  in  1910.  He  is  a 
Trustee  of  the  Beit  Memorial  Scholarships. 

The  London  correspondent  of  the  Manchester  Guardian, 
writing  on  the  same  subject,  says  : — "  The  departure  from 
London  of  Sir  Henry  Miers  will  cause  widespread  regret,  as 
the  University  holds  a  near  place  in  the  afi'ections  of  many 
thousands  of  Londoners.  His  period  of  office  has  not  been  an 
easy  one,  but  he  has  succeeded  in  steering  a  middle  course 
between  the  rival  groups  which  the  controversies  of  recent 
years  have  created.  It  is  early  to  say  who  the  new  Principal 
is  likely  to  be,  but  the  name  of  Mr.  H.  A.  L.  Fisher,  the  Vice- 
Chancellor  of  Sheffield  University,  is  being  mentioned.  This 
would  be  an  excellent  choice,  as  in  this  trying  stage  of  her 
history  London  University  needs  a  head  who  is  a  democrat;  as 
well  as  a  scholar,  and  Mr.  Fisher  is  in  high  repute  as  both." 


60 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


The  Athenaeum  and  Co-operation. 

WE  ANNOUNCED  IN  OUli  LEADING  ARTICLE  OF  JANUARY  2  THAT 
WE  WISHED  TO  ESTABLISH  THE  ATHENMUM  UPON  A  BASIS  OF  CO- 
OPERATION; WE  SHALL  BE  GLAD  TO  ADD  TO  THE  LARGE  LIST  WE 
ALREADY  HAVE  OF  ENQIIRERS  THE  NAME  OF  ANY  READER  OF  "THE 
EDUCATIONAL   TIMES"    WHO   IS  INTERESTED   IN   THIS   IDEA. 


EEASONS  FOE  CO-OPERATION. 
We  desire  co-operation  for  two  leasons  :  Firstly, 
tliat  we  may  be  able  to  rely  in  future  not  on  the 
as.sistance  of  capital  or  advertising-  revenue,  but 
on  tbe  help  given  as  required  of  tliose  who 
believe  in  The  Athfitxiim  as  a  really  useful  organ 
of  critical  and  independent  thought.  Secondly, 
that  we  may  have  the  support  of  all  such  in  our 
efi'oi't  ^to  establish  a  Referendum  of  thinking 
people  thioughout  the  world  for  the  various 
subjects  with  which  we  deal. 

INFLUENCE  OF  THE  ATEENMUM. 
The  Athenieum  has  won  and  held,  during  the  last 
eighty-six  years,  its  place  as  a  leading  organ 
of  Thought.  Literature,  Science,  and  the  Fine 
Arts  have  been  its  principal  ai-ena,  but  those 
who  have  controlled  its  policy  have  not  hesitated 
when  occasion  demanded  to  apply  to  questions 
outside  that  arena  the  unbiassed  and  independent 
criticism  which  is  its  raison  d'etre. 


ENLARGEMENT   OF   CRITICAL    SPHERE. 

Thi.s  application  was  systematized  at  the  begin- 
ning of  1914  by  the  issue  of  Special  Supplements 
on  such  subjects  as  French  Literature,  Education, 
Sociology,  Theology,  cto.  We  desire  to  extend 
our  range  of  criticism  to  the  great  problems 
which  no\V,  more  than  at  any  other  time  in  our 
national,  or  rather  our  international,  history,  are 
facing  us  with  instant  demand  for  attention. 
Great  work  is  to  be  done  in  the  examination  of 
the  problems  of  the  modern  world  of  thought, 
and  The  Athenieum  has  a  great  part  to  play  in 
that  work. 

A  PRACTICAL  CO-OPERATIVE  SCHEME. 
We  have  prepared,  and  have  already  sent  to 
many  interested  applicants,  a  detailed  scheme 
exj^laining  our  objects  and  the  methods  which 
we  propose  to  apjily  to  these  —  in  a  word,  the 
practical  working  of  the  co-operation  which  we 
ai'e  convinced  is  necessary  for  Tlie  Athenieum. 


THE    ATHENAEUM, 

11    BrEA.m's    BriI.DINGS, 

Chancery  Lane,  E.G. 

Gentlemen, 

I  wish  to  receive  Details  of  your  Co-operation  Sclieine. 

Name 


Address.. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


61 


ALL  BRITISH  MADE 

PEN    NIBS 
LEAD  PENCILS 

manufactured  in  the  British  Isles  especially  for  the 
Educational  Supply  Association. 

Each  article  is  specially  adapted  to  some  speeifle 

requirement,    and    a    uniform    quality    is    always 

maintained. 


Tlie  various  Pen  Nibs  manufactured  for  the  E.S.A. 
are  made  of  the  finest  steel.  They  are  very  cai-efully 
finished,  and  the  points  are  ground  by  a  special  pro- 
cess ;  consequently  they  neither  spurt  nor  scratch. 

Per  Gross 
Box. 

"Collegiate"    Electro  -  Silvered  Pen, 

30P  fine,  3011  modium,  SOB  broad 
"  Esavian "    Pen,   grey    steel,    shaped 

shoulder, 

■29F  fine,  -29^1  medium,  29B  broad  . 
Best  School  Pen,45three-bolemedium, 

40  shoulder  fine,  47  shoulder  medium 
Shoulder   School   Pen, 

44F  fine,  44 JI  medium,  44B  broad  . 
Swan  "White-Metal  Pen,  43  medium 
Cheap  School  Pen, 

40  fine.  41  medium,  42  broad 

Grilt  Pen,  medium  point  35M 

Golden  Quill  Swan,  size  54 

Golden  Quill  Goose,  size  5.5    

A  Box  of  Sample  Pens  sent  free. 


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The  various  Black  Lead   Pencils  raanufactured  for 
the  E.S.A.  are  most  carefully  srraduated,  consequently 
the  letters  on  the  pencils  can  be  depended  on  as  indi- 
cating the  degree  of  the  lead.  Per  Gross. 
^'"-                 "  s.   d.  ' 

20.  E.S.A.  School  Pencil,  2  degrees,  H,  HB  ,..3     6 

21.  E.S.A.  Polished  Cedar  Pencil,  HB  only  ...     4     6 

22.  "Esavian"  Triangular  Pencil,  2  degrees,  H,HB     6     0 

23.  E.S.A.  Drawing  Pencil,  5  degrees,  H,  HB,  B, 

BB,  P 7     0 

24.  E.S.A.  Improved  Drawing  Pencil,  4  degrees,  H, 

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25.  E.S.A.  Plain  Cedar  Pencil,  HB  only 

for  general  School  use,  highly  recommended     7     0 

26.  "Esavian"  Hexagonal  Drawing  Pencil,  polished, 

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lead,  7  degrees,  HHH,  HH,  H,  HB,  B,  BB,  F  15     0 

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for  the  use  of  Young  Children  ...  ...     3     6 

Sa'nqiles  of  any  of  the  above  sent  free. 

All  the  above  prices  are  subject  to  a  temporary  Waradvance  of  10  per  cent. 
CATALOGUES,  EXPERT  ADVICE,  and  ESTIMATES  FREE. 

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THE    FOUNDATIONS    OF   CHRISTIAN 
EDUCATION.* 

Translated  by  S.   E.  Howe. 

(Concliidtdfrom  page  27.) 

The  weakness  and  one-sidedness  of  modern  education  is 
due  to  the  mistalien  method  of  treating  only  what  is  on  the 
surface — individual  faults  are  attacked  and  particular  vir- 
tues fostered.  Christianity,  however,  goes  to  the  root  of  the 
evil  and  makes  its  appeal  to  the  very  centre  of  the  soul ;  it 
does  not  prescribe  special  treatment  or  gymnastics  for  the 
will,  but,  through  the  Redeemer,  delivers  the  will  from  the 
supremacy  of  the  visible  and  the  temporal  in  the  soul. 

What  good  is  mere  ethical  instruction  which  can  only  pro- 
duce a  kind  of  mosaic  of  virtues — character  formed  of  patch- 
work !  Christ,  on  the  other  hand,  gathers  together  all  that 
would  otherwise  be  scattered  and  draws  upwards  with  irresis- 
tible strength  all  the  higher  powers  of  the  soul.  .  .  .  Morality 
tells  man  of  the  laws  of  human  society,  whilst  the  Christian 
religion  speaks  to  him  of  himself,  of  the  misery  of  vice,  of 
his  own  deep  hidden  longing  for  deliverance  and  of  his  eter- 
nal destiny;  it  alone  stirs  in  him  those  powers  which  stretch 
out  towards  the  transcendental;  it  begets  that  which  morality 
has  to  presuppose  before  it  can  become  effective. 

But  in  order  to  be  able  to  infiuence  disintegrated  char- 
acters alienated  from,  themselves  and  from  the  reality  of 
life,  Christian  education  always  acts  in  a  manner  consistently 
true  to  its  spirit.  We  may  well  ask.  What  is  the  essence  of 
this  Christian  education?  It  is  expressed  in  the  words  of 
St.  Paul  against  the  bondage  of  the  law;  instead  of  attacking 
man  from  without,  it  gets  hold  of  his  inward  disposition  for 
freedom. 

On  the  canvas  of  the  old  Masters  all  creation  is  depicted  as 
rejoicing  at  the  birth  of  Christ.  This  is  only  a  symbol  of  the 
fact  that  deep  down  in  man's  heart  there  is  something  which 
rejoices  when  the  highest  truth  enters  hfe  in  its  full  majesty. 
It  is  this  very  response  of  the  soul  which  the  educationist 
ought  to  make  use  of  to  a  much  greater  extent.     Unfortun- 

*  A  lecture  delivered  by  Prof.  F.  W.  Forster,  of  Vienna,  at 
the  Eighteenth  German  EvangeUcal  Educational  Congress  held  at 
Cassel,  1913. 


62 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


ately  there  are  still  amongst  Christian  teachers  some  who  do 
not  feel  constrained  to  draw  educational  conclusions  from  St. 
Paul's  Epistles,  but  rather  follow  the  Pentateuch.  Conse- 
quently, they  act  from  without  instead  of  appealing  to  the 
soul  which  reaches  out  towards  God. 

At  the  beginning  of  my  lecture  I  discountenanced  an  undue 
emphasis  being  placed  on  the  sense  of  honour  in  youth.  I 
do  not  mean  to  imply  by  this  that  we  should  not  respect  this 
feeling,  and  I  -n'ould  even  give  a  special  warning  against  the 
repressing  and  depressing  methods  still  so  prevalent  in  our 
German  schools.  "  A  little  boy  ran  weeping  to  his  mother, 
and  in  answer  to  her  question  as  to  his  woe,  he  replied  : 
■  Mother,  I  had  such  bad  luck  to-day.  The  teacher  said  that 
there  are  1,500,000,000  people  in  the  world  and  that  I  am  the 
most  stupid  of  them  all.'  "  This  is  only  one  example  of  the 
insulting  methods  persisted  in  by  many  teachers  towards  their 
pupils.  They  do  not  consider  how,  by  just  such  treatment,  the 
best  chai-acter-forces  of  their  pupils  are  paralysed. 

The  uniqueness  of  the  influence  of  Christianity  on  the 
human  soul  is  that,  though  it  humbles  us  into  deep  contri- 
tion, at  the  same  time  it  stoops  doMTi  with  love  to  raise  up 
the  crushed  sensibilities.  As  is  exemplified  in  the  words  of 
Christ  to  the  dying  thief  :  "  To-day  thou  shalt  be  with  me  in 
Paradise,"  the  Christian  teacher  ought  to  realize  that  all  his 
demands  on  his  pupils  should  be  allied  to  the  higher  life  in 
the  soul  of  the  child.  There  exists  a  rebellion  of  the  spirit  as 
well  as  of  the  flesh  which  is  so  often  found  in  promising 
children ;  they  rebel  against  being  ordered  about  as  if  they 
were  horses  or  dogs,  their  aiiima  Christiana  being  overlooked 
instead  of  being  drawn  into  co-operation.  This  applies  es- 
pecially to  professional  education.  We  should  give  a  training 
in  motives;  the  best  character  forces  would  then  be  called 
into  play  instead  of  external  benefits  being  the  only  stimulant 
for  work.  Therefore  the  ideal  to  be  aimed  at  is  the  welding 
of  soul  and  work  into  one  whole.  I  once  said  to  some  chil- 
dren aged  twelve  and  thirteen  something  to  this  effect  : 
"  Plato  taught  that  the  soul  of  man  had  come  down  from  God 
— out  of  the  world  of  the  ideal — and  that  is  why  we  always 
feel  a  prick  of  conscience  when  we  leave  anything  untidy  or 
unfinished.  The  soul  is  conscious  of  what  is  due  to  her  high 
descent  and  suffers  when  forced  to  incompleteness  by  indo- 
lence of  the  flesh  or  by  other  causes."  To  set  free  creative 
forces  for  daily  life  it  is  necessary  to  keep  alive  in  the  soul 
of  the  child  its  connexion  with  the  Creator.  However,  we 
cannot  do  this  by  merely  teaching  about  God;  there  must  also 
be  an  appeal  to  the  soul's  memory  of  its  high  origin. 

I  have  mentioned  before  that  it  is  possible  to  fit  the  soul 
for  the  reception  of  the  mystery  of  the  will  which  overcomes 
the  world  by  an  elementary  stimulation  of  the  will  forces. 
I  should  now  like  to  point  out,  but  from  a  different  point  of 
view,  how  necessary  it  is  to  bridge  over  the  gulf  between  the 
ordinary  condition  of  man  and  the  Christian  ideal ;  how  to 
lead  the  natural  forces  towards  God,  and  how  to  proclaim  and  " 
explain  religion  more  in  accordance  with  the  demands  of 
daily  life.  Let  us,  from  this  point  of  view,  try  to  solve  the 
following  problem  :  How  can  the  Christian  ideal  be  brought 
into  touch  with  the  world  of  the  boy,  to  make  it  a  vital 
agency  of  discipline,  so  simple  that  it  is  within  his  compre- 
hension yet  without  unnaturally  forcing  the  development  of 
growing  youth?  Du.ring  one  of  my  lectures  I  asked  some 
young  children  to  quote  the  words  of  Christ  in  regard  to  the 
right  and  left  cheek.  I  at  once  received  the  following  reply, 
honestly  meant  :  "  If  anyone  strikes  you  on  the  left  cheek, 
strike  him  back  on  the  right."  Such  an  answer  is  natural  to 
boyhood;  for  at  that  age  manliness  means  quick  reaction  upon 
a  personal  wrong — a  purely  physical  reflex  action.  Christi- 
anity curbs  the  predominance  of  reflex  movements.  But  the 
boy  is  not  able  to  harmonize  this  repression  of  motory  action 
with  his  highly  developed  craving  for  self-assertion.  The 
precepts  of  the  Sermon  on  the  Mount  transport  the  Gospel 
into  the  realm  of  "  The  Arabian  Nights,"  a  world  into  which 
no  healthy,  active  mortal  can  follow. 

But  what  is  the  result  of  such  an  estrangement  between  the 
boyish  and  the  Christian  ideal?  The  merely  natural  ideal  of 
physical  strength  common  to  adolescence  remains  sterile  and 
is  left  to  its  own  coarse  impulses.     Christianity  is  not  ad- 


mitted into  the  code  of  honour  of  boyhood ;  it  is  only  the 
apache  chief  who  reigns  there.  Consequently,  the  natural 
impulses,  bereft  of  spiritual  influences,  are  not  chastened  and 
deepened  because  they  are  not  appealed  to  in  a  language  they 
understand.  Christianity  is  not  translated  into  the  dialect  of 
boyhood,  nor  is  its  appeal  to  the  heroic  nature  sufficiently 
vivid.  Religion  is  not  brought  do\\Ti  to  the  ordinary  under- 
standing and  to  the  natural  life  of  that  period. 

A  further  result  of  this  lack  shows  itself  in  the  exceed- 
ingly coarse  conception  of  manliness  still  flourishing  in  our 
Christian  civilization.  The  antique  world  and  the  uncivilized 
races  have  often  surpassed  us  in  this  ideal  of  manhood;  in 
this  respect  the  savage  and  the  civilized  man  are  living,  as 
j'et,  on  very  much  the  same  level.  It  is  because  our  con- 
ception of  strength  has  remained  so  primitive  and  unpuri- 
fied  that  many  adults  even  are  unable  to  pei'ceive  that  it  is 
in  the  Christian  type  that  the  ideal  of  strength  finds  its 
highest  fulfilment  and  completion.  Christianity  is  looked 
upon  by  many  as  the  mere  negation  of  all  natural  virtue. 
If  natural  virtue,  however,  were  more  cultivated  and  fully 
applied  in  the  details  of  everyday  life,  then  the  potential 
conditions  of  its  own  life  would  be  found  to  be  fulfilled  in 
Christianity. 

It  is  the  lack  of  such  teaching  which  makes  it  possible  for 
us  to  understand  how  a  thinker  like  Nietzsche  could  conceive 
the  mistaken  idea  that  Christianity  is  the  victorj'  of  the 
feminine  virtues  over  the  manly  type.  Lecky  also  declared 
that  Christianity  has  replaced  the  ideal  of  strength  by  the 
ideal  of  love.  But,  in  reality  it  is  Christianity  which  has 
raised  the  ideal  of  strength  to  its  highest  point;  it  is  Christ 
n'ho  fulfils  the  ideal  underh'ing  the  story  of  Hercules,  for  He 
applies  this  ideal  to  all  that  is  bestial  in  man.  It  is  He  who 
gives  the  will  the  possibility  of  becoming  a  universal  power. 
In  the  light  of  the  Gospel  our  conception  is  deepened,  and  we 
recognize  that  it  is  only  through  love  that  perfect  strength 
enters  life,  and  that  where  love  is  lacking  even  strength 
carries  a  seci-et  weakness  and  bondage  in  itself. 

Are  we  not  often  surprised  to  see  Christ  represented  as  a 
weak-looking  man,  with  his  hair  parted  in  the  middle,  with- 
out any  attempt  made  to  suggest  the  world-conquering  will  ? 
Strong  natures  are  repelled  from  Christianity  by  such  an 
interpretation,  and  are  thereby  hindered  from  finding  in  it 
their  true  ideal. 

What  can  be  done  to  bring  about  an  understanding  between 
the  natm-al  and  the  Christian  ideal  of  strength,  so  as  to  make 
it  an  educational  influence? 

It  would  be  a  mistake  to  try  to  replace  the  living  active 
self-assertion  of  boyhood  by  an  artificial  and  forced  peace- 
ableness.  Self-assertion  is  a  valuable  and  integral  factor  in 
the  forming  of  strong  characters.  We  are  even  able  to  take  a 
hint  from  the  fact  that  in  the  development  of  mankind  the 
ideal  of  heroic  self-assertion  preceded  Christianity.  The 
heroic  spirit  is  more  clearly  related  to  the  Christian  spirit 
than  the  mere  "  being  good  ";  without  the  element  of  strength 
all  culture  of  emotion  leads  to  decay  of  character  and  to  a 
weak  compliance  with  every  kind  of  demand  and  suggestion. 
The  following  example  may  pei'haps  serve  to  show  how  the 
Christian  element  may  be  linked  with  the  exuberant  vitality 
of  the  boy,  yet  without  producing  hothouse  virtues.  After 
having  pointed  out  to  a  class  of  boys  of  twelve  and  thirteen 
years  of  age  the  difference  between  real  and  false  strength,  I 
put  the  following  problem  to  them  :  "  Supposing  a  comrade 
kicks  you  downstairs,  what  would  you  do?  "  "  We  should 
kick  in  return."  "  In  that  case,  you  show  that  you  have 
been  infected  by  his  bullying  and  have  made  him  your  leader 
whom  you  copy — he  is  the  man,  you  are  the  apes."  One  boy, 
however,  made  this  proposal  :  "  Having  thrown  him  down, 
I  would  put  my  knee  on  his  chest  and  would  say  to  him,  '  I 
could  beat  you  black  and  blue,  but  I  refuse  to  be  a  bully  like 
you.     Now  get  up,  but  don't  dare  to  try  it  on  again.'  " 

It  would  be  a  good  practice  occasionally  to  bring  into  con- 
versation topics  bearing  on  the  principles  of  the  Sermon  on 
the  Mount,  as  for  instance  :  "If  you  want  to  find  out 
whether  there  is  a  higher  world  than  the  one  in  which  cats 
spit  and  dogs  bark,  just  try  to  do  good  to  someone  who  has 
spoken  evil  of  you." 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


68 


The  point  is  not  whether  this  advice  is  followed  out  or  not 
— the  chief  thing  is  to  bring  youth  into  contact  with  the 
ideas  embodied  in  the  Sermon  on  the  Mount;  the  rest  we  can 
leave  to  the  secret  working  of  Christianity.  What  is  so  wrong 
in  our  present  system  is  that,  in  spite  of  religious  instruction, 
our  young  people  are  left  to  their  o'n-n  devices  where  their 
elementary  impulses  are  concerned.  It  is  of  the  greatest 
importance  for  educationists  to  study  from  the  above  point  of 
view  the  fundamental  elements  of  the  natural  character — 
namely,  the  striving  after  independence,  courage,  manliness, 
and  hberty.  These  chai'acteristics  should  then  be  developed, 
one  by  one,  thereby  preparing  the  ground  for  the  reception 
of  Christian  principles.  According  to  Pestalozzi  "  education 
is  the  lending  of  a  helping  hand  to  Nature  in  its  striving  after 
its  own  development.  Our  dut3'  is,  therefore,  to  train  chil- 
dren in  thoroughness,  to  help  them  to  really  want  what  they 
Vish  for;  we  must  lead  them  on  from  pretence  and  incom- 
pleteness to  reality  and  completeness." 

It  might  be  well  to  work  out  an  analysis  of  such  a  question 
as  "  What  is  manliness?  "  To  do  this  one  would  have  to  get 
beyond  the  idea  of  purely  physical  force  to  that  of  will  energy 
which,  when  applied  to  the  inner  life,  becomes  the  conception 
of  resistance  against  different  stimuli.  Hilty  suggests  that 
the  classical  writers  on  ethics  should  be  drawn  upon;  say 
Seneca's  letters  to  Lucilius.  The  next  step  would  be  to  hold 
up  the  medieval  ideal  of  knighthood  which  demonstrates  the 
embodiment  of  manhood  on  a  broader  and  higher  plane. 
The  great  want  in  our  culture  is  the  lack  of  an  intermediate 
conception  between  the  natural  state  of  man  and  the  highest 
Christian  type. 

We  might  learn  a  very  necessary  and  helpful  lesson  from 
the  grafting  of  trees.  The  wild  stock  must  first  be  grafted 
with  an  inferior  graft  and  gradually  «ith  better  ones  till  at 
last  it  can  take  the  best  kind  which  then  enables  it  to 
produce  the  choicest  fruit.  For  the  formation  of  character 
we  require  such  preliminary  grafting;  even  the  most  ele- 
mentary principles  of  education  demand  it.  The  ideal  of 
manhood  has  to  pass  through  various  stages  before  it  can 
reach  its  fulfilment.  In  the  meaning  of  the  word  "  gentle- 
man "  as  so  finely  interpreted  by  Cardinal  Newnnan,  we 
find  just  such  a  transitional  conception.  Even  then,  it  must 
be  distinct  from  the  purely  social  attributes ;  it  must  become 
an  inward  attitude  to  be  applied  to  all  questions  of  character. 

General  Grant  was  one  of  the  few  to  apply  this  conception 
to  sexual  puritj'.  It  is  specially  necessary  for  sex  education 
that  clear  knowledge  should  exist  as  to  a  real  and  consistent 
ideal  of  manliness.  The  primary  cause  of  our  present-day 
laxity  in  sexual  questions  is  ignorance  of  the  true  meaning  of 
manhood;  its  inherent  claims  on  self-control,  hardiness,  and 
chivalry  are  overlooked.  Unfortunately  this  ignorance  has 
led  to  a  misconception  and  manhood  has  become  synonymous 
\^'ith  puberty.  Youth,  in  its  striving  after  the  state  of 
'■grown-upness,"  is  in  need  of  a  clear  definition  of  the  mature 
energy  of  life.  .\nd  yet  the  years  of  adolescence  are  a  period 
of  discontinuity ;  the  impulses  of  childhood  have  lost  their 
attraction,  while  those  of  riper  years  have  not  yet  assumed 
definiteness  and  power.  Hence  the  duty  of  the  educationist 
to  link  the  conception  of  maturity  with  tangible  and  definite 
aims,  Avhich  yet  are  not  too  advanced  for  youth. 

Those  Christian  educationists  who  are  horrified  at  the 
jireponderating  influence  of  Nietzsche  over  their  older  pupils 
should  realize  that  this  is  only  due  to  the  fact  that  he  puts 
before  them,  in  a  manner  which  they  can  grasp,  an  ideal  of 
wiU-power,  nobility,  and  heroism;  yet  it  is  not  "Anti-Christ" 
but  the  potential  Christian  in  the  young  man  which  is  gripped 
by  these  ideals.  The  conventional  interpretation  of  Christi- 
anity is  too  alien  from  the  instincts  of  youth.  The  best 
counteraction  to  Nietzsche  would,  therefore,  be  the  offering 
of  a  satisfying  response  to  these  needs,  and  to  refute  Nietz- 
sche from  the  point  of  view  of  the  true  ideal  of  manhood. 

In  conclusion,  I  should  like  to  say  one  more  word  as  to 
the  true  and  false  adaptation  of  Christianity  to  the  condi- 
tions of  modern  life.  The  educationist  has  before  him  a  two- 
fold duty  :  the  first  is  to  come  down  to  the  level  of  his  pupil, 
the  second  is  to  raise  him  to  his  own  level.  There  is,  at 
present,    a    tendency    in    modern    religious    education    which 


demands  of  Christianity  the  surrender  of  everything  which 
cannot  be  brought  do^^m  to  the  flat  level  of  human  under- 
standing. But  such  Christianity  can  neither  serve  as  a 
discipline  for  life  nor  can  it  take  away  the  sting  of  death. 
Our  aim  should  be  not  to  weaken  Christianity  or  to  make  it 
superficial,  but  to  deepen  the  srhallow  modern  man  in  order  to 
enable  him  to  gain  fresh  access  to  Christianity.  It  is  because 
man  has  become  a  stranger  to  himself  that  he  is  estranged 
from  religion.  The  deepest  aspirations  of  conscience  are 
buried  out  of  his  sight,  and  only  when  these  are  revived 
and  brought  to  his  consciousness — only  then  will  he  be  en- 
abled to  lay  hold  on  the  Eternal  Word  from  within. 

I  should  like  to  illustrate  by  an  example  how  I  have  tried 
to  lead  up  to  such  teaching.  I  must  mention  the  fact  that 
in  this  case  my  experience  proceeds  from  dealing  with  young 
people  taken  from  irreligious  circles.  We  commonly  hear 
that  children  should  not  be  forced  in  anything  religious.  I 
consider  this  idea  fundamentally  false.  Young  people  must 
be  trained  to  show  reverence  and  obedience  to  religion,  and 
should  be  prevented  from  arrogating  to  themselves  the  idea 
that  their  own  Uttle  spiritual  experiences  can  reach  the  great 
truths  in  their  deepest  sense.  What  we  can  do  to  prepare 
them  for  religious  experiences  is  to  quicken  and  deepen 
I  their  consciousness  of  the  conflict  with  their  passions 
and  desires.  Savages  even  derhand  severe  tests  of  physical 
endurance  and  will-power  from  their  young  men  before  they 
are  admitted  to  the  privileges  of  manhood. 

The    Greeks   knew   and    proved    by    severe    self-denial   and 
renunciation  demanded  of  the  adepts  in  Eleusis  that,  in  order 
I  to  beUeve  truly  in   a   spiritual  world,  the   superiority  of  the 
will  over  the  flesh  must  be  put  to  the  test. 

In  Germany  confirmation  is  too  much  of  a  conventional 
profession  of  faith  and  not  sufficiently  a  personal  test  of 
conviction  and  will.  Therefore  our  young  people,  too,  should 
be  encouraged,  before  confirmation,  to  break  awaj  from  some 
bad  habit,  to  overcome  some  pet  failing,  to  bear  with 
patience  and  self-control  some  irritating  difiiculty  at  home  or 
in  school,  and  to  conquer  passions  and  whims. 

I  never  enter  into  argument  with  sceptical  young  people; 
I  always  tell  them  that  there  are  certain  truths  the  deep 
sense  of  which  cannot  be  grasped  by  speculation,  but  only 
by  putting  them  into  practice.  (John  vii,  17  :  "  If  any  man 
will  do  his  will,  he  shall  know  of  the  doctrine,  whether  it  be 
of  God,  or  whether  I  speak  of  myself.") 

I  also  tell  them  that  if  they  wish  to  hear  the  lark  sing  they 
must  escape  from  the  sound  of  the  barrel-organ  and  the 
noises  of  the  street.  Likewise,  if  they  want  to  believe  and 
experience  the  existence  of  a  higher  world  the  clamour  of 
earthly  wants  and  desires  must  be  silenced.  We  must  live 
according  to  heavenly  counsel,  and  heaven  will  open  up 
before  us. 

It  is  impossible  to  combat  the  materialism  of  our  socialis- 
tic youth  with  mere  Apologetics.  The  "  red  Press  "  primes 
them  with  plenty  of  answers.  No,  these  young  people  should 
be  led  to  make  quite  simple  experiences  which  it  is  impos- 
sible to  express  in  the  language  of  materialism  and  which 
will  prepare  their  capacity  to  understand  religion.  But  what 
would  those  experiences  be?  Let  them  test,  from  the  above- 
mentioned  point  of  view,  the  superiority  of  spiritual  forces 
over  the  cravings  of  the  body,  the  influence  of  social  environ- 
ment, and  even  over  the  power  of  destiny.  Let  them  solve 
the  following  problems  : — ' '  Is  it  necessary  for  the  son  of  a 
drunken  father  also  to  become  a  drunkard?"  -^gain.  Is  there 
any  power  in  man  which  enables  him  to  rise  above  what 
surroundings  and  heredity  seem  to  doom  him  to?"  We  can 
go  a  step  further  and  ask  :  "  What  can  a  girl  of  twelve  years 
of  age  do  if  she  lives  in  a  neglected  home?" 

Is  it  not  necessary  that  in  a  house  where  one  person  is  un- 
steady there  must  be  another  one  who  is  quite  stable — in  a 
home  where  impure  speech  is  rife  there  must  be  at  least  one 
who  is  quite  pure  in  word  and  deed? 

By  such  questioning  and  by  sympathetically  entering  into  the 
young  man's  longing  to  abolish  the  miseries  of  life,  initiative 
of  character  may  be  roused  in  him,  and  a  faint  premonition 
will  be  awakened  of  the  possiblity  of  truth  contained  in  the 
words  :    "I   have   overcome   the   world."      Such   contact   be- 


64 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


tween  religion  and  the  experiences  of  daily  life  is  of  greatest 
value  for  preparing  our  modern  youth  for  the  acceptance  of 
religious  convictions. 

But  this  contact  between  the  abstract  and  the  concrete  can 
be  established  only  by  means  of  teachers  who  have  thoroughly 
mastered  this  matter.  As  the  present  conditions  of  life  are 
always  cited  as  witnesses  against  Christianity,  it  is  especi- 
ally urgent  to  have  a  profound  knowledge  of  life,  and  then 
fi'om  life  itself  to  interpret  anew  the  truth  of  Christianity. 
Modern  man  considers  Christianity  to  be  antiquated  or  dead  : 
he  does  not  realize,  however,  that  it  is  he  who  is  the  corpse, 
and  that  all  his  palliatives  belong  to  corruption  and  not  to 
life.  "  When  we  who  are  dead  shall  awaken  " — that  is,  when 
man  will  return  from  abstraction  to  himself  and  to  life,  then 
we  shall  cease  to  consider  to  be  alive  that  which  is  really 
dead.  Then  shall  we  once  more  understand  Him  who  is  the 
Overcomer,  the  Eternal,  the  Unconquerable  One  who  says  : 
"  I  am  the  Way,  the  Truth,  the  Life." 


COMPULSORY  GAMES  AT  SCHOOLS. 

By  Charles  A.  PAKKEfi,  F.B.C.S.E. 

Thk  s\'stem  of  education  in  the  public  schools  of  England 
has  altered  very  considerably  during  the  last  twenty-flvo 
years,  and  it  is  a  question  wfietlier  tlie  time  has  not  ai'rived 
when  the  present  system  of  compulsory  games  should  not 
also  be  altered  in  furtherance  of  education  in  its  widest 
sense.  In  the  old  days  a  boy's  education  was  almost  entirely 
limited  to  classics  and  mathematics.  A  little  history  and 
geography  were  taught  in  the  most  uninteresting  way,  and 
possibly  an  hour  a  week  was  given  up  to  French  or  German, 
but  the  serious  jjart  of  his  education  was  confined  to  classics 
and  mathematics.  Entrance  scholarships,  both  to  the  schools 
and  to  the  Universities,  were  awarded  on  his  proficiency 
in  these  two  subjects.  Boys  had,  therefore,  to  work  at  them 
from  about  ten  years  of  age  till  they  left  school  at  eighteen 
or  nineteen,  or,  if  they  went  on  to  a  University,  until 
about  twenty-three  years  of  age.  This  was  the  ordinary 
routine,  and  boys  had  to  fall  in  with  it  whether  they  had 
any  great  aptitude  for  such  subjects  or  not.  No  effort 
was  made  to  find  out  a  boy's  natural  bent  and,  even  if  such 
bent  were  strong  enough  to  force  itself  to  the  front,  there 
were  no  opportunities  at  schools  for  developing  it  bj^  means 
of  a  suitable  education.  But  little  trouble  was  taken  to 
arouse  any  interest  in  anything  outside  classics  or  mathe- 
matics, and  if  a  boy  happened  to  find  both  these  subjects 
irksome  and  uninteresting,  his  life  was  indeed  monotonous. 
Darwin,  it  is  said,  passed  through  his  school  life  with  the 
reputation  of  being  a  dull  and  backward  boy,  and  so  did 
Sir  Walter  Scott.  The  educational  system  of  those  days  was 
not  such  as  to  bring  to  light  the  buried  genius;  it  rather 
helped  to   bury  it   still   deeper. 

Now,  if  a  boy  finds  his  work  utterly  unattractive,  he  is 
peculiarly  liable,  from  sheer  reaction,  to  get  into  all  sorts 
of  mischief  during  his  playtime.  The  greater  the  mischief 
the  greater  the  excitement,  and  so  the  more  alluring  it  will 
become.  If  no  mischievous  act  comes  to  hand,  he  will  exer- 
cise the  greatest  ingenuity  in  inventing  some  form  of  devilry 
as  a  recreation.  Nature  rebels  against  monotony  and  bore- 
dom because  life  is  meant  to  be  full  and  joyous,  especially 
to  the' young.  Even  adults  must  have  relief  from  monotony 
and,  if  it  cannot  be  obtained  in  a  healthy  way,  it  will  be 
obtained  in  some  unhealthy  manner.  The  very  rich,  bored 
to  death  by  their  very  pleasures,  lacking  in  any  real  inter- 
ests, so  befogged  witli  selfish  luxury  that  tlie"  meaning  of 
life  is  yet  unthought  of,  seek  relief  on  the  racecourse, 
in  society  scandals,  in  gross  breaches  of  faith  and  love, 
in  garnbUng  and  in  wild  speculations.  Dull  monotony  must 
be  relieved  at  all  costs,  no  matter  how  great  the  "injury 
inflicted,  how  great  the  mischief  wrought.  Again,  the  very 
poor,  crushed  in  spirit  by  our  cruel  commercial  system', 
often  underfed,  lacking  in  clothes,  housed  in  cheerless  in- 
sanitary surroundings,  huddled  together  without  breathinjr- 


space,  and  robbed  of  tlie  joys  of  handicraft  but  pinned 
instead  to  mechanical  drudgery — they,  too,  must  seek  relief 
in  mischief.  They  arc  driven  to  the  public  house,  the  sen- 
sational lAay,  the  professional  football  match  or  the  gambling 
den  to  find  a  recreation  from  their  unattractive  work  and 
degrading  home  surroundings.  With  men  and  boys  alike, 
monotony  breeds  mischief. 

It  is  probable  that  compulsory  games  at  school  gradually 
developed  with  the  direct  object  of  keeping  boys  out  of 
mischief  and  rendering  it  easier  for  the  masters  to  keep 
them  constantly  under  supervision.  And,  undoubtedly, 
under  the  older  conditions  of  a  monotonous  education  there 
must  have  been  great  advantages  in  the  system.  At  the 
present  time,  however,  in  the  more  up-to-date  schools  at 
any  rate,  a  boj's  outlook  is  not  limited  to  classics  and  mathe- 
matics, and,  even  if  it  were  so,  these  subjects  are  so  much 
better  taught  that  they  have  become  almost  interesting.' 
Trouble  is  now  taken  to  search  out  each  boy's  special 
aptitude,  and  whether  it  be  pure  science  or  applied  science 
in  anj'  of  their  branches,  or  whether  it  be  classics  or  mathe- 
mathics,  each  boy  is  given  every  encouragement  to  develop 
on  the  lines  most  in  accordance  with  his  .natural  bent. 
Moreover,  an  up-to-date  school  is  now  equipped  with  all 
the  means  of  educating  a  boy  on  such  lines  as  his  master 
tliinks  best  suited  to  his  individual  temperament.  There 
are  chemical  laboratories,  physical  laboratories,  scientific 
instruments  of  all  kinds  and  description,  engineering  work- 
shops, meteorological  stations,  the  means  of  studj'ing  botany, 
horticulture,  and  so  forth.  Tlie  consecjuence  is  tliat  he  is 
a  dull  boy  indeed  who  lacks  interest  or  who  finds  time  heavy 
on  his  hands. 

Ill  such  a,  school,  compulsory  games  may,  in  reality,  be 
harmful  rather  tlian  beneficial  to  a  boy'.s  proper  development, 
and  wasteful  of  valuable  time.  In  England,  the  games 
which  are  compulsory  are  cricket  and  football  and  in  addition 
many  schools  have  what  are  known  as  compulsory  runs. 
Very  many  boys  cordially  dislike  cricket  and  find  it  horribly 
tedious,  a  large  number  of  boys  dislike  football,  and  many 
detest  the  compulsory  run.  A  few  schools  are  able  to  offer 
rowing  as  a  substitute  for  the  other  games  and  this  one  extra 
choice  at  once  brightens  the  lives  of  a  good  many  boys. 
Now  though  a  dash  of  Spartanisra  in  education  may  be 
a  good  thing,  even  in  games,  it  is  doubtful  whether  it  can 
bo  good  for  a  boy  to  be  compelled  day  after  day  to  spend 
from  one  to  four  hours  in  playing  a  game  he  cordially 
dislikes.  School  life  is  not  an  easy  one.  It  is  entirely 
governed  by  a  bell.  From  rising  in  the  morning  to  going 
to  rest  at  night  wellnigh  every  hour  is  allotted  to  some 
definite  task  which  has  to  be  j)unctually  commenced  on  the 
ringing  of  this  bell.  Let  a  boy  be  two  or  three  minutes 
late  and  punishment  is  his  lot.  Again,  no  boy  can  find 
pleasure  in  all  his  work:  he  is  bound  to  learn  certain  things, 
under  compulsion,  which  are  distasteful  to  him,  and  it  is 
well  known  that  an  hour's  uncongenial  work  is  far  more 
exhausting  than  many  hours  of  congenial  work.  Is  there 
not  then  sufficient  Spartanism  for  educational  purposes  with- 
out introducing  the  same  unbending  element  of  compulsion 
into  the  boy's  hours  of  supposed  rest  and  I'ecreation?  A 
game  which  is  wearisome,  played  under  compulsion,  is  not 
recreation  at  all  and  it  is  not  rest:  it  becomes  work  of  an 
arduous  nature. 

"  Rest "  and  "  recreation  "  :  these  words  should  mean  so 
much  to  all,  especially  to  the  growing  boy,  yet  their  true 
significance  has  been  forgotten  in  the  whirl  of  modern 
machinery,  in  the  present  day  rush  for  gold,  and  in  the 
regimentation  of  the  school  curriculum  with  examinations 
as  its  goal.     Adults  should  remember  that 

Rest  is  not  quitting  the  busy  career. 
Rest  is  but  fitting  the  self  to  the  sphere  ; 

and  those  who  are  responsible  for  boys  should  remember, 
in  the  words  of  Prof.  Hjalmar  Oehrwal,  a  Swedish  authority 
on  education,  that  "  Rest  should  be  nothing  more  than 
rest — the  freedom  to  do  what  one  wants  to  do  or  nothing 
at  all.     Set  forms  of  exercise  and  gymnastics  are  errone- 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


05 


ously  spoken  of  as  relaxation  from  mental  strain;  they 
are  simply  a  new  form  of  brain  fatigue."  Dr.  Grev-ille 
MacDonald,  has  inspired  the  word  "  recreation  "  with  much 
hoaut_v  and  dig-nity.  He  says,  that  "  no  word  in  our 
language  proclaims  the  imaginative  deeps,  over  which  and 
in  which  we  conscientiously  have  our  being,  more  plainly 
than  this  word  'recreation.'"'  He  portrays  what  recrea- 
tion should  be,  in  these  words — '"  Instead  of  digging  with 
bowed  head,  slow  step  and  weary  arm,  we  will  tlirow  down 
the  spado,  trusty  friend  though  it  be;  we  will  lift  up  the 
head  and  kick  up  the  heels  and  chuck  stones  into  the  tree 
tops.  .  .  .  Thus  shall  we  play  with  our  physical  energies 
and  find  therein  recreation  to  our  hearts;  trust  indeed  in  the 
faith  that  man  must  not,  and  still  less  must  his  child,  try 
to  livo  by  work  and  bread  alone.  We  dare  hardly  t'link 
this  delight  in  life  and  the  expression  of  its  joy  in  play 
are  other  than  the  finding  '  the  Kingdom  of  Heaven  within 
us.'  "  Eoused  to  enthusiasm  by  this  beautiful  and  ideal 
conception  of  recreation,  does  not  the  idea  of  just  one  or 
two  compulsory  and  often  distasteful  games,  as  the  child's 
only  form  of  recreation,  come  as  a  wet  blanket?  Compared 
to  what  rest  and  recreation  might  be  to  the  boy's  spiritual, 
mental,  and  jihysical  development,  are  not  compulsory  games 
a  failure   and  to  many   boys  a  soul-destroying  limitation? 

To  children,  under  fifteen  at  all  events,  spontaneous  games, 
arranged  and  played  on  the  sjjur  of  the  moment,  are  always 
far  more  enjoyable  than  set  games,  let  alone  compulsory 
games.  Who  has  not  known  the  wild  delight  of  a  party 
of  children  over  some  game  devised  in  a  hurry?  The  Spirit  of 
Play  has  entered  into  and  obtained  possession  of  old  and  j'oung 
alike:  the  children  have  gained  frolicsome  recreation  and 
theii'  elders  have  enjoyed  temporary  forgetfulness  of  the 
world  of  -worries.  Let  one  of  the  elders,  remembering  the 
joy  the  game  had  given,  try  to  repeat  it  on  some  other 
occasion,  in  some  other  place,  and  amidst  different  surround- 
ings— and  how  flat  it  falls!  The  spontaneity  has  gone  and 
the  Spirit  of  Play  refuses  her  presence. 

Some  boys,  of  course,  love  football;  some  cricket,  and 
some  running  and  find  in  them  joyous  recreation,  but  one 
and  the  same  boy  seldom  likes  ail  three.  So  the  cricketer 
in  winter  has  to  content  himself  with  looking  forward  to  the 
summer,  the  footballer  to  the  winter,  and  the  runner  to  the 
Easter  term.  There  is  no  time  of  j^ear  in  which  every  boy 
can  get  his  fill  of  healthful  pleasure.  Even  when  bo}'s  who 
as  a  rule  like  cricket,  football,  or  running,  as  the  case  may 
be,  there  must  often  be  days  when  they  feel  disinclined  to 
play  or  run,  and  thus  the  element  of  compulsion  may  in 
the  end  rob  them  of  their  love  of  the  game.  By  compelling 
a  boy  to  play  a  game  for  which  he  has  either  a  temporary 
or  permanent  disinclination,  we  are  robbing  him  of  his 
relaxation,  and  thus  whole  days  may  be  passed  without 
his  getting  any  real  recreation  whatever.  This  must  be 
wholl}'  bad  and  may  lead  to  an  effort  on  his  part  to  get 
relief  from  a  too  arduous  and  monotonous  life  in  mischievous 
and  even  immoral  ways.  If  the  hour.s  of  play  are  ren- 
dered wearisome  by  compulsorj'  games,  which  arouse  no 
enthusiasm  or  interest,  then  these  hours  must  be  added  to 
those  of  work  and  a  truly  healthy  life  becomes  impossible. 
Therefore,  to  many  boys  at  any  rate,  compulsory  games 
are  likely  to  be  harmful  to  their  moral  and  mental  develop- 
ment. 

I  know  that  the  compulsory  games  are  often  upheld  as 
a  means  of  preventing  immorality  in  schools,  but  the  way 
to  counteract  evil  tendencies  is  to  displace  them  by  healthy 
and  congenial  interest  and  occupations.  There  is  no  doubt 
that  the  ardent  cricketer  and  the  keen  footballer  mav  be 
helped  by  having  opportunities  for  these  games,  but  there 
is  equally  no  doubt  that  loafing  about  the  pa\-ilion  waiting 
for  a  turn  at  the  wicket  with  interest  unaroused,  or  standing- 
out  fielding  for  perhaps  hours  at  a  stretch,  can  be  of  no 
service  whatever  to  the  boy  who  dislikes  and  has  no  aptitude 
for  cricket.  His  heart  will  not  be  in  the  game  and,  if 
unfortunately  the  seeds  of  vice  have  been  planted  in  his 
mind,  he  will  have  no  healthy  interests  to  displace  and 
replace  them.     Compulsory  attendance  on  the  playing  fields 


may  lessen  the  opportunities  for  vicious  acts,  but  it  cannot 
be  claimed  that  it  corrects  the  tendency. 

With  a  good  modern  education  there  is  not  the  same 
necessity  as  of  old  to  create  methods  of  keeping  boys  out  of 
mischief,  nor  is  there  the  same  necessity  for  keeping  a  boy 
constantly  under  the  eye  of  a  master.  Fill  a  boy's  life 
with  real  and  living  interests  and  the  love  of  getting  into 
mischief  will  be  supplanted  bv  the  love  of  doing  things, 
making  things,  or  adding  to  his  store  of  knowledge  by  some 
other  use  of  his  hands.  What  boy  really  keen  on  con- 
structing a  model  aeroplane,  a  yacht,  or  an  engine,  or 
engrossed  in  some  scientific  investigation  and  given  oppor- 
tunities of  carrying  them  out,  will  go  out  of  his  way  to  break 
windows  or  wrench  knockers  out  of  sheer  love  of  mischief? 
If  a  boy  of  public-school  age  indulges  in  wanton  mischief, 
it  is  surely  a  proof  of  some  fault  in  the  method  of  his 
education  and  of  the  employment  of  his  play  hours.  Given 
a  system  of  education  and  a  -well  equipped  school  which 
allow  a  boy  to  develop  on  the  lines  of  his  own  special  bent, 
it  is  a  great  pit}-  to  hedge  him  round  with  compulsory  rules, 
in  play  hours  as  well  as  in  school  time.  They  can  but 
cramp  his  efforts  and  originality  and  prevent  him  from 
indulging  in  hobbies  during  times  of  recreation  on  parallel 
lines  to  the  work  he  is  doing  in  school. 

It  must  be  a  waste  of  time  to  compel  a  boy  with  no  taste, 
and  perhaps  an  actual  distaste  for  cricket,  to  spend  from 
twelve  to  sixteen  hours  a  week  on  the  cricket  field.  If  he 
is  a  boy  with  intelligent  interests  and  hobbies,  he  could 
undoubtedly  employ  his  time  to  much  greater  advantage. 
One  hour  devoted  to  a  game  of  tennis  or  fives  or  to  a 
brisk  walk,  whichever  would  give  him  the  most  enjoj'ment 
and  so  the  most  true  recreation,  and  the  remaining  "  play- 
time "  devoted  to  experimental  work  or  some  handicraft 
according  to  his  taste,  would  be  infinitely  better  for  him 
physically,  mentallj',  and  morally.  He  would  return  into, 
school  far  more  refreshed  than  he  would  after  spending 
three  hours  over  a  game  in  which  he  could  find  no  interest. 
AUo-wing  a  boy  freedom  of  choice  in  the  matter  of  recreation 
might  add  to  the  difficulties  of  organization  from  the  master's 
point  of  view,  but  so  doubtless  has  the  inclusion  of  many 
subjects  beyond  classics  and  mathematics  in  the  school 
curriculum.  The  wise  treatment  of  the  hours  of  recreation 
is  quite  as  important  as  that  of  the  hours  of  work,  and  any 
difficulty  that  may  exist  should  be  overcome. 

At  the  present  time  there  are  two  difficulties  often  met 
with  by  parents,  which  can  be  directly  traced  to  the  more 
limited  fields  of  education  retained  at  some  schools  and  to 
the  compulsory  system  of  games  existing  at  all  schools. 
First,  so  many  boys  arrive  at  the  end  of  their  school  edu- 
cation without  having  the  very  remotest  idea  as  to  -what 
they  would  like  to  undertake  as  their  life's  work.  Parents, 
on  all  sides  grumble  that  their  boys  have  no  definite  tastes 
and  that  they  are  worried  to  know  what  to  make  of  them. 
Surely  this  is  a  great  reflection  on  educational  methods  both, 
in  and  out  of  school  hours.  Secondly,  during  holidays  so, 
many  boys,  especially  those  living  in  towns,  find  time  hang 
heavy  on  their  hands  and,  after  the  first  day  or  two,  parents 
are  often  at  their  wits"  end  to  find  amusements  for  them. 
Artificial  amusements  have  to  be  resorted  to  to  fill  up  the 
time  and  keep  the  boys  happy  and  out  of  mischief.  Surely, 
again,  this  would  not  be  the  case  were  boys  taught  at  school 
the  proper  use  of  the  play  hours. 

Just  as  the  subjects  taught  at  schools  have  been  broadened 
in  later  yeare  and  just  as  the  equipment  of  schools  has  been 
bettered  to  suit  modern  requirements,  so  should  games  and 
pastimes  be  broadened  and  greater  opportunities  should  be 
given  to  every  boy  to  obtain  recreation  best  suited  to  his 
special  needs.  A  boy  with  no  aptitude  for  Greek  is  no. 
longer  kept  year  after  year  eating  his  heart  out  in  vain 
efforts  to  learn  it,  and  in  the  same  way  a  boy  with  no 
aptitude  for  cricket  should  no  longer  be  compelled  to  de- 
vote his  time  to  it  week  after  week  and  year  after  j'ear. 
Just  as  in  schooltime  the  common  grindstone  has  given 
place  to  more  specialized  education  in  accordance  with  a 
boy's  natural  abilities,  so  in  play  time  the  present  compulsory 


66 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


games  should  give  place  to  recreation  more  in  accordance 
with  each  boy's  particular  taste  and  beat.  Only  in  this 
way  can  a  boy  develop  a  really  healthy  mind  in  a  healthy 
body. 

There  is  yet  another  important  aspect  of  this  subject. 
The  majority  of  boys  are  extremely  sensitive  and  take  ill- 
natured  chaff  or  adverse  criticism  from  their  fellows  with 
extreme  seriousness.  The  unfortunate  boy  who  has  no 
aptitude  for  cricket  and  who,  time  after  time  "  goes  in  " 
and  is  "bowled  first  ball"  is  often  jeered  at  by  his  mates, 
and,  if  sensitive,  suffers  untold  torture.  Speaking  of  some  of 
the  drawbacks  of  school,  EUen  Key,  in  her  book,  "  The 
Century  of  the  Child,"  says:  "These  dangers  are  not  only 
evil  influences,  but,  more  than  anything  else,  that  collective 
process  of  reaching  a  standard  of  stupidity  due  to  the 
pressure  of  public  opinion  that  comes  from  association  in 
masses.  The  fear  of  common  opinion,  of  being  laughed 
at,  is  created  in  the  receptive  years  of  childhood  so  open 
to  such  influences.  The  slightest  deviation  of  dress  or  taste 
is  criticized  unsparingly.  ...  If  an  investigation  were  con- 
ducted on  the  sufferings  of  children  thi'ough  the  tyranny 
of  their  fellows — a  tyranny  which  sometimes  takes  harsher 
and  sometimes  milder  forms — it  would  upset  the  prejudice 
ihat  the  usefulness  of  the  .school  in  this  respect  cannot  be 
replaced."  This  is  a  serious  matter,  and  it  becomes  a 
question  whether  it  is  right  to  keep  a,  boy  at  sshool  if  he 
cannot  quickly  throw  off  his  individuality  and  descend  into 
that  deep  rut  of  commonplace,  which  masters,  and  boys 
themselves,  have  worn  to  guide  him  to  the  uneventful  life 
of  a  respectable  English  gentleman.  Too  much  rotting  and 
ragging  of  the  bo//  may  rob  the  ijian  of  courage  and  initia- 
tive and  ma}'  for  ever  crab  his  life.  The  bodily  discomforts 
entailed  are  of  no  account,  but  the  mental  anguish  is  often 
wellnigh  unbearable  and  leaves  a  permanently  injurious 
effect.  There  may  be  some  unusually  strong  characters  who, 
refusing  to  descend  into  the  rut,  are  even  stimulated  by 
the  rottinjr  they  receive  from  their  fellows  and  leave  school 
with  greatly  increased  individuality  and  power,  but  more 
often  harm  is  done  and  individuality  is  destroyed. 

In  England,  where  games  are  worshipped,  the  captain  of 
a  cricket  eleven  is  often  more  of  a  hero  than  the  bo}'  who 
takes  the  most  brilliant  scholarship,  whilst  the  boy  who  is 
no  good  at  games  generally  has  a  rough  time.  He  comes 
to  dread  the  afternoons  when  he  has  to  take  his  place  on  the 
cricket  field  and  often  shams  a  headache  so  as  to  get  '"  leave 
off."  This  is  a  most  unwholesome  state  of  affairs.  To  dread 
the  hours  of  recreation  and  to  lie  in  order  to  get  off  playing 
a  game  is  grossly  bad  for  the  boy's  healthy  development. 
This  could  be  remedied  to  a  great  extent  by  broadening  the 
choice  of  games,  by  making  no  one  game  compulsory,  and 
by  shortening  the  hours  of  necessary  physical  exercise.  In 
this  way  every  boy  might  be  enabled  to  find  some  form 
of  exercise  which  would  be  to  him  a  true  recreation  and  he 
would  also  obtain  leisure  for  carrying  on  his  own  special 
pursuits. 

In  the  past  stress  has  been  laid  on  the  importance  of 
exercise  to  physical  development.  As  Dr.  Duke  puts  it 
in  his  book  "Health  at  Schools" — "Compulsory  games  are 
a  necessity  in  physical  education."  There  is  here  confusion 
of  thought,  for  surely  there  is  a  very  real  difference  be- 
tween healthy  recreative  exercise  and  physical  training. 
Both  are  essential,  but  it  is  not  often  possible  to  combine 
them.  Healthy  exercise  for  boys  should  be  made  to 
approximate  as  nearly  as  possible  to  the  joyous  romp  of 
cluldhood  or  to  Dr.  MacDonald's  conception  of  recreation. 
It  should  be  spontaneous  and  engrossingly  interesting  and 
it  should  carry  a  boy  ric/ht  out  of  himself  and  his  lessons 
into  pleasureland.  Compulsory  games,  limited  to  cricket, 
football,  and  ruiming,  cannot  fulfil  these  requirements  for 
all  boys  at  all  times  of  the  year.  The  organization  of  many 
more  games  and  freedom  of  choice  in  selecting  games  are 
essential  to  healthy  exercise.  Just  as  it  is  best  to  develop 
a  boy  intellectually  on  the  lines  for  which  he  shows  natural 
ability,  so  is  it  best  to  encourage  him  to  obtain  the  necessary 
ajnount  of  healthy  exercise  on  lines  in  accordance  with  his 


natural  gifts,  leaving  him  time  to  follow  other  pursuits 
in  which  he  is  interested.  In  this  way  only  can  his  exercise 
and  play  time  be  healthy  and  afford  him  relaxation  from 
work  and  real  recreation  of  his  mental  powers. 

Physical  training,  on  the  other  hand,  is  a  very  much  more 
serious  matter  and  should  be  dealt  with  scientificalh'.  This 
camiot  be  done  by  forcing  cricket,  football,  and  compulsory 
runs  on  all  growing  boys  indiscriminately.  The  fact  that 
some  boys  grow  up  into  well  developed  men  is  rather  in 
spite  of  such  games  than  because  of  them.  It  is  impossible 
to  secure  the  even,  well  regulated  development  of  chest, 
heart,  and  limbs  by  such  haphazard  means.  G^'mnasia, 
which  at  last  have  been  introduced  into  most  schools,  have 
come  only  when  they  are  about  to  be  superseded  by  still 
more  scientific  methods.  Physical  culture  is  quite  as  im- 
portant as  mental  culture,  and  much  more  thought  should 
be  bestowed  upon  it  than  is  done  at  present.  It  should 
be  put  upon  a  proper  scientific  basis  in  all  schools.  Boys, 
however,  are  never  likely  to  find  any  great  pleasure  in 
scientific  physical  culture:  they  are  far  more  likeljf  to  find 
it  irksome,  and  it  should  therefore  be  made  part  of  their 
work  and  not  part  of  their  play.  As  already  quoted.  Prof. 
Oehrwal  considers  "  set  forms  of  exercise  as  simply  a  new 
form  of  brain  fatigue." 

Anothei-  great  reason  given  for  compulsory  games  is  the 
danger  of  idleness.  Dr.  Dukes  is  very  strong  on  this  point. 
He  says:  "The  boy  is  an  active  animal,  and  unless  he  be 
kept  employed  at  an  innocent  and  healthy  occupation  during 
playtime  he  will  .  .  .  occupy  himself  with  something  that 
is  probably  not  innocent  or  healthy,  and  will  become  neither 
a  credit  to  himself  nor  his  school,  but  an  evil  doer  and 
teacher  and  an  example  of  evil  doing  to  others.  ...  It  is 
frequently  forgotten  that  every  idle  hour  to  the  boy  is  a 
bore;  and  that  every  idle  boy  tends  to  become  a  vicious 
boy  and  morally  and  physically  an  unhealthy  boy."  And 
again,  he  says,  "  failing  this  course  ( i.  e.  compulsory  games) 
there  will  arise  an  unmanly  precocity  in  self-indulgence, 
betting,  smoking,  and  drinking;  boys  will,  naturally,  develop 
into  premature  men  of  the  world  and  schools  become  tainted 
with  an  atmosphere  of  society  which  no  master  can  purify." 
If  compulsoiy  games  are  really  necessary  to  keep  boys 
out  of  mischief,  it  surely  shows  a  faulty  system  of  education. 
If  a  spare  hour  in  a  boy's  life  is  necessarily  an  idle  hour, 
it  shows  that  his  masters  have  lamentably  failed  to  supply 
his  mind  and  his  tastes  with  the  necessary  food  for  his 
development. 

Again,  it  has  been  urged  that  compulsory  games  are  ex- 
cellent from  the  social  side  of  life;  that  to  learn  to  take  your 
place  as  one  of  a  "  side  "  in  cricket  teaches  you  to  take  your 
place  as  one  of  the  community.  The  whole  of  school  life, 
and  indeed  the  family  life  preceding  school,  should  have 
this  as  one  of  its  chief  aims.  Some  games  encourage  the 
spirit  of  "  every  boy  for  himself,  and  the  devil  take  the 
liindmost,"  and  consequently  are  not  altogether  wholesome 
from  the  social  point  of  view.  It  is  also  said  that  in  games 
boys  learn  to  take  knocks  and  tumbles  in  a  plucky  way. 
Tills  may  be  true  of  very  little  children,  but  all  boys  have 
learned  to  do  this  before  they  go  to  a  public  school,  and 
probably  the  lesson  will  be  repeated  many  a  time  after 
they  leave  school.  Neither  the  fear  of  idleness  nor  the 
hope  of  cultivating  social  qualities  and  pluck  are  sufiici- 
ently  strong  reasons  for  maintaining  the  piesent  system  of 
games. 

In  conclusion,  it  may  be  said  that  compulsory  games, 
in  so  far  as  they  are  distasteful  and  wearisome,  fail  to  be 
invigorating  and  mentally  refreshing;  that  to  the  duifer 
at  games  they  are  harmful  and  demoralizing;  that  they 
absorb  much  valuable  time  which  could  be  far  better  spent; 
that  the  choice  of  games  should  be  infinitely  extended  so  that 
every  boy  could  find  rest  in  joyous  exercise;  that  boys 
should  be  given  time  to  follow  out  interests  which  have  been 
awakened  by  their  education:  that  educational  methods 
should  be  so  improved  that  it  wiU  be  a  dull  boy  indeed 
who  is  lacking  in  such  interests;  that  when  education  is  so 
improved  the  necessity  of  compulsory  games,  as  at  present 


Feb.  i,  1915.] 


THE  EDUCATIONAL  TIMES. 


67 


in  force,  will  no  longer  exist.  It  is  far  better  to  teaoh  a 
boy  independence  in  the  use  of  his  leisure  than  to  keep  him 
under  compulsory  rules  both  in  and  out  of  school  hours.  For 
both  boys  and  men  alike  there  is  no  more  important  lesson 
to  learn  than  liow  to  keep  holy  the  Sabbath  day — that  is,  how 
to  use  the  hours  of  leisure  for  the  benefit  of  him.5elf,  for 
the  good  of  his  neighbours,  and  for  the  glory  of  God. 


REVIEWS. 


What  do  tve  mean  by  Education  ?  By  J.  Welton. 
(5s.  net.  Macmillan.) 
This  work  does  not  belong  to  the  same  type  as  President 
Murray  Butler'.s  "  The  Meaning  of  Education."  It  is  not 
a  critical  examination  of  the  various  views  held  of  the  nature 
of  education,  but  a  constructive  development  of  its  author's 
own  view.  His  main  thesis  is  that  education  must  not  be 
divorced  from  life,  and,  in  the  course  of  his  treatment,  he 
brings  out,  in  a  very  striking  way,  the  dangers  underlying 
the  popular  fallacy  that  identifies  instruction'  with  educatioi" 
Beginning  with  a  demonstration  that  the  end  of  education 
must  determine  the  means.  Prof.  Welton  proceeds  to  a  con- 
sideration of  the  end,  which  he  recognizes  to  be  the  develop- 
ment of  full  personality  with  its  core  of  character.  Next, 
he  does  a  great  deal  to  clear  up  the  implications  of  the 
antagonism  between  liberty  and  authority"  as  they  appear 
in  some  of  our  popular  modern  theories.  A  consideration 
of  the  means  at  the  disposal  of  education  leads  up  to  a  final 
chapter  on  the  agents  who  are  to  carry  out  the  educational 
processes. 

On  one  occasion  Prof.  Miinsterberg  regretted  criticizin"- 
certain  schemes  for  the  psychological  training  of  teachers^ 
iuasmuoh  as  he  knew  his  remarks  would  be  used  by  lazy 
teachers  to  justify  their  indifference  to  the  theoretical  aspects 
of  their  subject.  A  similar  danger  lurks  in  the  earlier  pages 
of  this  book.  Those  teachers  who  dislike  the  more  exact 
luatliemntical  methods  of  applying  psychological  principles 
to  their  life-work  will  be  glad,to  learn  that  Prof.  Welton  does 
not  hope  vei-y  much  from  exact  quantitative  educational  for- 
mulae. He  declines,  indeed,  to  recognize  education  as  a 
science  in  the  same  sense  as  physics 'is  a  science.  It  is  a 
challenge  to  Prof.  Spearman,  Dr.  Myers,  and  Dr.  Brown 
r,o  make  good  the  educational  applications  of  their  researches. 
But  the  teacher  who  is  proud  of  his  profession  need  not  be 
alarmed,  for  Prof.  Welton  recognizes  education  as  a  science 
in  the  same  sense  that  medicine  is  a  science,  and  the  lazy 
teacher  who  hopes  for  confirmation  in  an  easygoing  study  of 
his  profession  must  apply  elsewhere.  Those  who  read  this 
book  need  not  look  for  a  "  soft  pedagogy."  The  argument  is 
carried  on  in  a  most  thorough  and  closely  reasoned  way. 

There  is  much  encouragement,  on  the  other  hand,  for  the 
earnest  teacher  who  is  not  afraid  of  responsibility.  The 
parent  is,  no  doubt,  called  upon,  along  with  the  clergyman 
and  the  educational  administrator,  to  shoulder  a  part  of 
the  burden  that  is  too  commonly  laid  upon  the  teacher 
alone,  but  the  responsibility  that  is  left  to  the  teacher 
is  increased  in  kind  if  diminished  in.  quantity.  Obe- 
dience must  not  only  be  exacted  from  the  pupil,  but  it 
must  be  so  exacted  that  it  becomes  a  pleasure  to  him.'  So  on 
the  intellectual  side.  There  is  no  need  for  school  work  to  be 
dull.  The  consciences  of  many  of  us  must  be  pricked  when 
we  read  "  The  desire  to  learn  is  as'innate  and  as  strong  as  the 
desire  to  act."  Prof.  Welton  steers  a  safe  course  between  the 
Charybdis  of  Tolstoy  and  the  Scylla  of  John  Sturm.  It  is 
not  often  that  a  man  who  has  won  distinction  as  a  writer  on 
method  has  the  insight  and  courage,  as  our  writer  has, 
to  warn  his  readers  against  the  snares  of  methodology  • 
•'  Nothmg  is  more  disastrous  to  teaching  as  an  instrument 
of  education  than  implicit  faith  in  a  form  of  method." 

Excellent    as    are  the   first    four    chapters,  it  is  the   final 
chapter  that  the  practical   teacher  and  the  educational  ad- 
ministrator will  value  most.     Here  we  are  in  the  midst  of   ' 
(|uestions  that  concern  everybody  who  has  the  interest  of  the 
country  at  heart.     Prof.  Welton  writes  with  singular  direct-   i 
ness   on   such    delicate    subjects   as   the   religious    difficulty.   \ 


We  shall  be  surprised  if  we  do  not  find  him  extensively 
quoted  on  political  platforms  as  soon  as  such  matters  again 
acquire  their  old  importance.  Not  that  the  text  betrays  any 
political  bias.  Prof.  Welton  sticks  to  his  subject,  not  merely 
in  the  usual  sense  of  not  wandering  from  it,  but  in  the  even 
more  creditable  sense  of  not  quitting  it  when  it  leads  into 
paths  which  discretion  might  find  plausible  reasons  for  avoid- 
ing. But  not  teachers  alone,  nor  politicians  alone,  will  benefit 
by  the  appearance  of  this  book.  '"The  parent"  finds  in 
Prof.  Welton  a  redoulHable  champion.  If  he  has  his  way  it 
will  no  longer  be  possible  to  write,  as  a  Church  dignitary 
wrote  sixty  years  ago,  that  in  English  schools  "  no  influence 
of  home  is  recognized  —  the  very  existence  of  a  parent  is 
ignored." 

The  JSftiv  Parent'.-i  Assistauf.  By  Stephen  Paget. 
(3s.  Od.  net.  Smith,  Elder.) 
Dr.  Paget  bases  his  title  upon  Maria  Edgeworth's  "The 
Parent's  Assistant,"  but  his  work  is  of  an  entirely  different 
character  from  that  of  its  quaint  prototype.  Here  we  have 
the  expert  from  one  profession  dropping,  more  or  less 
casually,  into  the  province  of  a  profession  in  which  he  is 
a  mere  layman,  and  disporting  himself  with  the  cheerful 
irresponsibility  that  ordinarily  marks  the  lay  critic.  The 
educational  expert  who  lacks  a  sense  of  humour  will  be 
repelled  by  Dr.  Paget's  tone,  and  it  would  certainly  not  spoil 
the  book  if  its  author  restrained  his  scorn  for  the  arcana  of  a 
profession  perhaps  less  well  developed  than  his  own.  But. 
after  all,  the  reader  cannot  take  hiin  seriously  in  his  quips. 
The  arrows  are  sharp  enough,  but  they  are  all  carefully 
tipped  with  the  best  india  rubber.  His  stabs  at  experts  au'd 
"educationists"  and  psychology  are  all,  no  doubt,  as  he 
himself  says  about  the  remarks  of  "  the  young  men  in  psycho- 
logical laboratories,"  only  his  fun.  To  tell  the  truth,  pro- 
fessional teachers  will  pass  very  lightly  over  his  opinion 
of  their  craft.  On  such  matters  they  have  the  confidence  of 
knowledge  and  experience.  But  they  will  listen  with  respect, 
to  Dr.  Paget  when  he  deals,  as  he  so  often  does,  with  matters' 
on  which  he  is  a  recognized  authority. 

But  the  author's  strongest  appeal  is  not  made  as  a  dis- 
tinguished doctor,  but  as  an  amiable  human  being  who  writes 
delightfully  about  everything  that  interests  him  and  who 
here  discourses  charmingly  about  parents  and  children.  The 
book  is  soothingly  unsystematic,  and,  in  spite  of  its  expert- 
baiting,  essentially  kindly.  It  does  not  think  of  itself  more 
highly  than  it  ought  to  think.  It  says  of  itself  that  "  it  may 
serve  in  this  or  that  home  to  start  a  talk  or  raise  a  laugh  or 
shift  the  outlook  for  half  an  hour."  Of  course,  it  does  much 
more  than  this.  It  makes  us  think;  it  puts  familiar  facts 
into  that  new  setting  that  forces  us  to  regard  them  afresh 
and  set  about  reorganizing  our  impressions  about  them. 
Sometimes  it  makes  us  think  tuo  hard.  Many  plain  men 
will  be  puzzled  here  and  there  to  know  what  Dr.  Paget 
is  driving  at.  His  treatment  of  "  he,"  "  his,"  "  him,"  for 
example,  will  give  the  plain  reader  a  good  deal  of  un- 
accustomed exercise  before  he  realizes  that  the  subject  of 
discourse  is  personality.  But  maybe  Dr.  Paget  thinks  the 
plain  person  will  be  none  the  worse  for  the  exercise,  and  maybe 
Dr.  Paget  is  right.  At  any  rate,  he  has  an  advantage  over  the 
ordinary  writer,  who  ma,y  desire  as  much  as  he  pleases  to  get 
his  readers  to  work,  but  who  has  not  the  power  to  lure  him 
on  to  unwonted  efforts.  Tlie  reader  may  be  piqued  now  and 
then  by  the  author's  elusiveness,  but  he  cannot  help  pressing 
on  to  find  out  what  it  all  means. 

The  puzzled  parent  will  find  that  in  these  pages  most  of  his 
difiiculties  have  been  anticipated,  and  that,  in  many  cases,  a 
very  satisfactory  solution  is  suggested.  Parents  may  come 
to  these  pages  with  perfect  confidence  that  they  will  be 
irritated,  instructed,  delighted. 


Verses,  'Varsity,  Scholastic,  and  otherwise.  By  A.  C.  B. 
(Pp.25.  Is.  Cambridge:  W.  P.  Spalding.) 
There  is  small  room  for  wonder  that  the  traditions,  the 
teachings,  the  atmosphere  of  Cambridge  should  conspire  to 
make  it  a  "  nest  of  singing  birds  " ;  nor,  again,  is  it  strange, 
however  pathetic,  that  of  their  strains  few  survive  the  little 
hour  in  which  they  warble,  and  fewer  still  are  heard  beyond 
the  hallowed  precincts  which  are  at  once  their  cradle  and 


68 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


their  grave.  Even  the  most  brilliant  of  these  bards,  such 
(comp.arative)  giants  as  Calverley,  Trevelyan,  and  Kellett,  are 
l)iit  little  known  (at  least  by  those  effusions  ■svhich  are  redolent 
of  the  soil)  to  the  general  public,  who  begin  to  be  really  alive 
to  their  existence  when,  like  Burnand  and  Seaman, 
The  wits  that  were  great  on  the  Gfnnta 
Are  punsters  in  Punch. 

And  this  was  perhaps  inevitable,  since  there  is  about  the 
smartest  efforts  of  University  wit  something  esoteric,  and, 
still  more  unhappily,  ephemeral.  To  quote  from  the  preface 
to  "A  Book  of  Cambridge  Verse  "  :  "  Nothing  more  speedily 
loses  its  bouquet  than  ordinary  topical  humorous  verse;  and 
of  the  vast  quantity  recently  written  in  Cambridge,  much  has 
been  occasional  and  topical  to  a  degree."  And  here  is  the 
rock  upon  which  A.  C.  B.  runs — which  is  also  the  Pierian 
Mount  from  which  he  soars.  He  .sings  of  events  which  created 
a  momentary  flutter  in  a  narrow  circle,  of  movements  which 
died  (or  deserved  to  die)  stillboi'n,  of  fashions  already  half 
forgotten.  Sometimes  only  a  (comic)  philologist  can  grasp 
his  allusions,  thus: — 
Come  ye  and  krow  that  the  nr'imitive  o  with  the  n  will  infallibly 

"fall," 
Bow  to  the  "  yod  "  as  the  tutelar  god  of  phonetic  enormities  all. 
Mournfully  quake  at  the  pitiless  ■'  breaking  "  of  innocent  i  or  of  e, 
Ponder  the  cause  of  the  mystical  laws  of  a  diphthongization  with  me  ! 

He  can  be  pleasantlj-  satirical  on  a  new  departure  (particu- 
larly at  Oxford),  such  as  the  University  Co-operative  Stores  : 
And  the  rapid  institution  in  a  fitting  devolution 

Of  each  specialized  department  we  shall  see ; 
For  your  cigarettes  you'll  think  on  the  eclectic  stock  at  Lincoluj 

While  the  House  will  do  you  proudlj'  as  to  tea  ; 
'When  the  gas  is  growing  feeble  send  a  message  round  to  Keble, 

And  for  sympathetic  socks  apply  to  Queen's: 
For  an  outfit  equatorial  or  antarctic  go  to  Oriel, 

And  to  Univ.  for  your  bacon  and  your  beans. 

He  can  brightly  touch  off  an  absurd  popular  rumour,  such 
•as  that  anent  the  Russian  Contingent : — 

There  was  evidence  conclusive  by  those  doughty,  if  elusive, 

Clerks  and  signalmen  of  Darlington  and  Leith  : 
And  that  lunchovitch  demanded  by  the  bearded  giants  remanded* 
In  the  sidings  of  Montgomery  and  Neath. 

As  to  his  technique,  his  metres  and  rhymes  are  lively  (the 
best  of  them  seem  cribbed  from  E.  E.  Kellett),  yet  they  run 
not  always  over  trippingly,  and  his  sense  is  not  always  so 
pellucid  as  so  light  a  bard's  should  be. 

Well,  well,  the  jubilance  of  youth  pervades  his  (few)  pages, 
and  those  to  whom  everything  that  breathes  of  the  lighter 
side  of  Cambridge  thought  (or  want  of  thought)  is  interesting 
are  hereby  adjured  to  purchase  this  small  fledgling  of  her 
Muse,  before  it  is  too  late;  for,  if  they  long  hesitate,  the 
aroma  of  its  nectar  is  fleeting,  and  within  a  year  may  have 
evaporated.  We  may  add  that  their  shilling  (or  part  of  it) 
will  have  gone  to  lielp  a  good  cau.se,  as  the  preface  informs  us 
that  any  profits  (O  dear,  he  must  be  a  young  poet !)  will  go  to 
the  Belgian  Belief  Fund. 

Les  Fo'etes  Fraiirais  du  XIXe  Siecle.  Etude  Prosodique 
et  Litteraire.  By  Auguste  Auzas.  (os.  6d.  Clarendon 
Press.) 
We  are  really  beginning  to  understand  that  form  matters, 
and  to  apprehend  the  spirit  of  French  poetry.  It  is  not  so 
long  ago  since  we  considered  preoccupation  with  form  and 
style  an  idiosyncrasy  of  morbid  neurasthenics  like  Flaubert, 
while  French  poetry  was  airily  dismissed  as  "  prosaic  "  and 
lacking  in  "  lilt."  Such  books  as  the  "  Manuals  "  of  Dr. 
F.  Spencer,  Prof.  Kastner,  and,  above  all,  M.  Legonis's 
"  Defense  de  la  Poesie  Francjaise,"  have  done  much  to  disturb 
our  complacent  ignorance.  Even  examiners  now  ask  in- 
teresting and  rational  questions  about  French  metre.  Tliis 
book  of  M.  Auzas  will  help  students  to  give  them  i-ational 
answers.  The  introduction,  dealing  with  the  elements  of 
French  versification,  is  scholarly  and  clear.  No  one  is  ever 
quite  satisfied  with  an  anthology  —  some  of  one's  own 
favourites  are  always  missing — but  the  poems   selected  by 

*  Learned  note  by  reviewer :  we  suggest  the  reading  "  stranded  "  ; 
for  "remanded"  (the  meaning  of  which  is  not  obvious)  requires 
"  giants  "  to  be  pronoimced  "  jints  " — which  is  Sum  WeUerese. 


M.  Auzas  are  invariably  well  chosen  and  characteristic.  Par- 
ticularly admirable  ai-e  the  "  Exercices  de  Litterature  "  and 
the  "  Exercices  de  Versification  "  appended  to  each  section. 
The.y  should  open  up  vistas  of  thought  and  literary  ap- 
preciation to  man.y  minds  which  need  the  stimulus  of  French 
criticism.  The  bibliography,  too,  is  comprehensive.  One 
might  wish  that  M.  Auzas  had  made  more  extensive  use  of 
Tobler's  work,  which  often  brings  light  and  unity  into  the 
many  intricacies  of  French  vereificatioii.  Perhaps,  however, 
Tobler's  exposition  of  the  principles  underl3-ing  the  counting 
of  syllables,  for  instance,  presupposes  a  knowledge  of  Latin 
and  philology  which  may  not  be  assumed  in  a  textbook  of  this 
character. 


BannocTcburn.  By  John  E.  Morris,  D.Litt.  Oxon.,  Litt.D. 
Man.,  Assistant  Master  in  Bedford  Grammar  School. 
(•5s.  net.  Cambridge  University  Press.) 
Dr.  Morris  has  written  an  all  too  brief,  but  extremely  in- 
teresting and  ver}'  important,  monograph  on  occasion  of  the 
sex-centenary  of  the  battle  of  Bannockburn.  He  traces  the 
influence  of  the  struggle  for  the  Confirmation  of  the  Charters 
and  the  Ordinances  on  the  War  of  Scottish  Independence, 
examines  the  size  and  capacity  of  a  typical  Edwardian  army, 
and  studies  tactics  before  and  after  Bannockburn  (down  to 
Halidon  Hill) ;  and  in  the  middle  of  all  this  he  describes  the 
battle  of  BaiHiockburn,  with  an  estimate  of  the  values  of  its 
historians.  His  central  purpose,  however,  is  to  enforce  Mr. 
W.  j\r.  Mackenzie's  suggestion  of  a  new  site  lor  the  battle. 
Certainly  the  traditional  site  has  its  difficulties.  Dr.  Morris, 
following  Mr.  Mackenzie,  takes  the  battle  of  Monday,  June  '2-t, 
away  from  the  Baimock  and  the  upland  of  the  Park,  and 
places  it  in  the  Carse,  at  the  point  where  Randolph  fought 
Clifford  on  the  Sunday.  This  is  what  the  map  shows,  but  tlie 
argument  of  the  text  does  not  seem  to  support  it  effectively, 
and  we  find  it  difficult  to  believe.  If  Bruce  was  so  keen  to 
check  Clifford's  career,  it  is  not  obvious  why  he  should  have 
allowed  the  whole  English  army  to  get  up  to  the  same  dan- 
gerous point  without  question.  According  to  the  new  theory, 
the  English  crossed  the  Bannock  in  the  night,  probably  a 
good  way  down,  not  far  from  the  junction  with  the  Forth,  ;ind 
plodded  through  the  pools  and  ^oft  terrain  till  they  reached 
the  firmer  ground  near  St.  Ninian's.  But  why  did  Bruce 
allow  them,  not  merely  to  advance  to  this  point,  but  even  to 
cross  the  burn  at  all,  without  opposition  ?  Pei'haps  because 
he  meant  to  fight  a  defensive  battle  on  the  higher  ground, 
with  the  chances  of  pressing  the  enemy  back  into  the  Forth  or 
the  Bannock.  Dr.  Morris  urges  against  Sir  Herbert  Maxwell 
that  Bruce  did  not  then  pounce  upon  the  English  because  he 
"was  then  meditating  retreat" — a  wholly  inadmissible  sug- 
gestion, with  all  respect  to  Gray's  narrative.  Why  should  he 
think  of  retreat  when  he  had  so  far  been  brilliantly  success- 
ful and  would  have  his  enemy  liemmed  in  between  the  Forth 
and  the  Bannock  on  lower  and  bad  ground."  At  an}-  rate,  it 
does  seem  that  Gloucester  and  his  five  hundred  men,  though 
roughly  handled  on  Sunday,  did  not  recross  the  burn,  but  re- 
mained in  the  Carse  all  night ;  and  it  is  probable  enough  that 
more— perhaps  many  more — passed  over  during  the  night. 
That  the  whole  army  then  passed  over  is  a  different  question. 
The  Lanercost  chronicler  says,  on  the  authority  of  an  eye- 
witness, tliat  "  before  the  battle  they  had  had  to  cross  a  g7-eat 
ditch,  .  .  .  called  the  Bannokeburne  "  ;  but  "before  the  battle  " 
does  not  necessarily  mean  "  in  the  night  before."  Barbour 
and  Gray,  however,  are  certainly  explicit  on  the  point,  though 
we  cannot  help  thinking  that  they  mean  only  that  a  substantial 
part  of  the  army — Gray  says  expressly  "  the  main  army  " — 
passed  the  night  in  the  Carse.  At  any  rate,  it  may  be  con- 
ceded that  the  main  battle  of  Monday,  if  not  the  whole  battle, 
did  take  place  in  the  Carse,  and  substantially  on  the  firm 
ground,  though  not  away  up  at  St.  Ninian's,  but  much  more 
nearly  adjoining  the  burn.  The  Carse  battle  has  one  great 
attraction:  it  explains  so  simply  and  satisfactorily  Bruce's 
change  of  dispositions  for  Monday's  battle.  At  the  same  time. 
Dr.  Morris's  objection  to  the  upland  battle  theory,  that  it  in- 
volves the  crossing  of  Bruce's  brigades,  and  consequently 
grave  risks  of  confusion,  appears  to  apply  to  the  new  theory  as 
well,  in  the  sliifting  of  Bruce's  own  brigade,  though  not  quite 
so  forcibly.  There  are  other  difficulties.  For  example,  there 
is  strong  evidence  that  the  English  were  seriously  hampered 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


69 


for  room  in  the  battle,  and  at  the  new  site  they  apparently 
would  liave  had  quite  ample  room.  And  when  they  fell  back, 
it  was  upon  the  Bannock — which  would  have  been  sideways. 
"  The  rearmost  English,"  says  Gray,  "  fell  back  upon  the  chan- 
nel of  the  Bannockburn."'  and  he  is  corroborated  by  other 
writers.  On  the  whole.  Dr.  Morris  attracts,  but  does  not  fully 
convince  us :  the  question  requires  a  much  more  detailed 
handling.  The  illustrations  are  very  welcome,  but  the}-  are 
<(uite  inadequate  for  an  exact  study  of  the  situation.  We 
shall  look  with  interest  for  a  second  edition,  with  the  main 
thesis  enlarged. 

Memorabilia  Mathematica.  By  Robert  Edouard  Moritz, 
Ph.D.,  Ph.E.D.  (12s.  6d.  New  York:  Macmillan  Co. 
London,  &c. :  Macmillan.) 

How  often  in  everyday  life  and  conversation  tliere  arises  a 
((uestion  as  to  the  authorship  or  the  original  home  of  a  line  of 
poetry  or  a  passage  of  prose !  How  valuable  it  is  at  such 
times  to  know  that  dictionaries  of  quotations  exist  from  which, 
given  tlie  opportunity,  we  may  supply  the  desired  informa- 
tion. The  collections  however  tliat  have  been  made  in  the 
past  by  English  compilers  have,  in  general,  had  reference  to 
gems  culled  from  the  works  of  poets,  of  dramatists,  and  of 
writers  of  fiction.  Dr.  Moritz  is  perhaps  the  first  to  whom 
it  has  occurred  to  present  to  tlie  public  an  English  treasury  of 
quotations  bearing  on  the  science  of  mathematics  in  its  varied 
relations.  His  work  has  been  a  labour  of  love  and  is  the  out- 
come of  ten  years  of  diligent  research  prosecuted  in  the  leisure 
hours  available  in  the  course  of  a  busy  life.  He  has  lieen  at 
great  pains  to  secure  accuracy  of  both  text  and  reference  not 
only  for  its  own  sake  but  in  the  interest  of  his  readers,  and 
in  cases  where  the  passage  has  been  derived  from  a  work  in 
a  foreign  language,  a  masterly  translation  is  the  form  in 
which  the  quotation  is  offered.  For  the  English  rendering 
the  compiler  is  very  frequently  personally  responsible.  The 
preface  to  the  volume  states  that  under  the  first  scheme  it 
was  intended  tliat  the  foreign  original  and  its  English  version 
should  both  appear.  But  the  rapid  increase  in  the  quantity 
of  material  collected  prevented  the  possibility  of  including 
equivalent  forms  and  the  choice  of  the  English  version  was 
made  for  the  sake  of  readers  not  conversant  with  many  lan- 
guages. 

Dr.  Moritz  has  traversed  a  wide  field  in  carrying  out  his 
researches.  He  quotes  from  more  than  three  hundred  authors 
— poets,  philosophers,  historians,  statesmen,  scientists,  and 
mathematicians  in  the  strict  sense  of  the  word,  and,  as  the 
pages  of  the  volume  ai-e  turned  over,  the  eye  meets  a  host 
of  familiar  names  recalling  men  whose  words  will  be  welcomed 
not  by  the  mathematician  alone,  but  by  a  large  body  of 
general  readers  of  serious  literature.  The  topics  dealt  with 
are  well  and  carefully  classified ;  moreover  they  have  been 
placed  in  happily  conceived  juxtapositioti.  The  work  opens 
with  a  chapter  devoted  to  the  definitions  which  such  men 
as  Descartes,  Sylvester,  Klein,  and  numerous  other  modern 
mathematicians  have  given  of  the  name  and  the  object  of 
mathematics.  This  is  followed  by  a  succession  of  most  inter- 
esting sections  in  which  the  series  of  passages  quoted  will 
be  found  to  bear  respectively  on  the  nature  and  the  value 
of  mathematical  science.  To  the  chapters  in  question  belong 
contributions  from  the  writings  of  Bacon,  Locke,  John  Stuart 
Mill,  Voltaire,  Todhunter,  and  manj'  other  illustrious  authors. 
Next  we  find  a  collection  of  quotations  whose  subject  is  the 
teaching  of  mathematics,  and  it  is  not  surprising  to  note 
among  the  authors  cited  here  a  considerable  proportion  whose 
names  belong  to  the  present  day.  Matlieraatical  study  and 
research,  modern  mathematical  thought,  the  realm  of  personal 
anecdote,  mathematics  as  a  tine  art  and  as  a  language,  mathe- 
matics in  its  relations  to  logic,  to  philosophy,  and  to  science, 
mathematics  as  represented  by  special  branches — all  these 
subjects  furnish  notalile  passages  due  to  well  known  writers 
and  deemed  by  Dr.  Moritz  well  worth  placing  in  his  volume. 
The  compiler  has  avoided  as  far  as  possible  traversin,^  the 
ground  that  has  been  trodden  already  l)y  Rebiere  and  Ahrens. 
To  his  desire  to  keep  on  virgin  soil  is  attributable  for  instance 
the  absence  of  transcriptions  from  the  correspondence  between 
celebrated  mathematicians.  It  is  obviously  wiser  for  us  to 
refrain  from  drawing  attention  to  individual  authors  and 
quotations,  where  there  is  such  a  wealth  of  attractive  reading. 


Rather  let  us  recommend  all  who  are  likely  to  be  interested 
to  turn  over  the  leaves  of  the  work  for  themselves  and  pause 
where  they  find  especial  pleasure  in  the  contents. 


(1)  The  Essentials  nf  French  Grammar.  By  C.  W.  Bell 
(2s.  Harrap.)  (2)  Modern  French  Grammar.  By 
MM.  Desh\mibert  and  Marc  Ceppi.  (2s.  6d.  net.  BelL) 
(3)  (lours  Fr,nir,i.xs  du  Lxiree  Pi-rse.  Deuxieme  Partie. 
By  L.  C.  von  Glehu  et  L.  Ohouville.     (Is.  6d.     Hefier.) 

(1)  Mr.  Bell  speaks  sarcastically  of  "  New  Methods  "  and 
"  Direct  Methods  "  as  contrasted  with  "  solid  grammar."  He 
may  find  a  sufficient  answer  in  some  pages  of  (3),  which 
analyse  exhaustively  certain  phenomena  of  French  grammar 
treated  with  comparative  superficiality  in  his  own  book.  His 
book  suffers  not  only  from  a  failure  to  understand  the  re- 
formers' point  of  view,  but  from  a  failure  to  study  the  recent 
work  of  scholarly  grammarians,  French  and  others.  173 
pages:  grammar,  137  pages;  exercises  (detached  sentences), 
20  pages  ;  vocabulary,  8  pages. 

(2)  is  issued  whollj'  in  French  as  well  as  partly  in  English, 
so  we  may  presume  that  the  authors  are  not  hostile  to  the 
newer  methods,  and  here  and  there  we  find  a  fresh  analysis  of 
some  grammatical  phenomena ;  but  their  work  suffers  from 
much  the  same  neglect  as  (1).  Both  fail,  for  instance,  to 
bring  out  the  fact  that  certain  forms  are  ear  changes  rather 
eye  changes,  and  that  it  is  necessary  to  understand  the  pro- 
nunciation in  order  to  understand  the  orthography.  This 
might  be  further  emphasized  in  (3).  213  pages  (the  left-hand 
page  is  occupied  Ij}'  examples,  and  the  right-hand  page  mostly 
by  grammatical  forms  and  rules). 

(3)  is  not  a  well  balanced  book,  and  it  might  go  further 
in  the  direction  of  reform  {e.g.  an  alphabetical  list  of 
"irregular"  verbs  is  surely  out  of  date).  It  is  obviously 
designed  for  the  special  needs  of  the  authors  at  the  Perse 
School ;  but  the  reviewer  hopes  they  will  presently  issue  a 
reconsidered  edition  more  suitable  for  general  use.  They 
are,  consciously  or  unconsciously,  working  out  a  new  gram- 
mar— simple  and  concrete  for  the  pupil,  exhaustively  ana- 
lytical for  the  teacher.  At  present  the  two  objects  are  not 
sufficiently  distinguished.  79  pages  (large  size)  and  a  table  of 
the  subjunctive. 

In  support  of  the  above  criticism,  reference  may  be  made  to 
our  old  friends  the  conjunctive  and  disjunctive  pronouns 
in  (1),  pages  40-4tJ  ;  in  (2),  pages  91-98.  (1)  says  the  dis- 
junctive pronouns  stand  "apart"  from  the  verb,  and  this 
in  the  face  of  the  examples  "  Sa  sieur  et  lui  seront  recom- 
penses "    (page   45)   and   "  Je  le   lui    donne,"    &c.   (page   42). 

(2)  gives  us  nine  cases  where  the  disjunctive  form  is  used; 
but  a  mere  enumeration  is  not  enougli  for  mtelligent  gram- 
marians. We  have  no  explanation  why  the  same  form  should 
be  used  for  subject  and  object — wh}-,  e.c/.,  the  two  forms  je 
and  mui  are  both  used  for  the  subject,  and  the  forms  me  and 
moi  for  the  object.  The  same  fault  of  mere  enumeration  is  to 
be  observed  in  the  treatment  of  the  subjunctive — [less  in  (2) 
than  in  (1)].  In  (1)  we  find  concession,  purpose — "  de  crainte 
que,"  "  de  peur  que "  (which  should  obviously  come  with 
cniindre  anA  similar  expressions  of  emotion),  "  jjourvu  que" 
(though  there  is  a  note  on  "conjunctions  meaning  'if'") 
massed  together  without  distinction. 

In  (2)  we  find  our  old  friend  "  priority  "  and  the  old  failure 
to  call  attention  to  the  relative  clause.  There  is  the  same 
failure  to  arrive  at  principles  in  the  treatment  of  the  in- 
finitive. In  (3)  the  treatment  of  the  subjunctive  is  a  very 
different  piece  of  work.  It  seems  to  be  an  afterthought,  but 
a  happy  afterthought.  In  a  new  edition  would  it  not  be  well 
to  incorporate  it  and  leave  the  page  opposite  each  group 
blank  ? 

Modern    Instruments    and   Methods   of   Calculation.      Edited 

by   E.   M.  Horsburgh,   M.A.,    B.Sc,   Assoc.    M.Inst  C.E. 

(O's     net.     London  :    G.  Bell,  and   the  Royal   Society  of 

Edinburgh.) 

The   above-mentioned   volume   constituted  a  handbook  in 

connexion  with  the  Congress  and  Exhibition  which  were  held 

at   the  close  of  last  July  as  a  worthy  means  of  celebrating 

the   tercentenary   of   the   publication   of   Napier's    "  Mirifici 

Logarithmorum  Canonis  Descriptio." 

Necessarily,  it  is  for  those  who  had  the  privilege  of  taking 


70 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


part  in  the  celebrations  that  the  book  must  have  the  greatest 
interest.  To  them  more  especially  it  must  be  of  value  both 
now  and  in  the  future,  for  we  would  draw  attention  to  the 
fact  that  the  compilation  was  brought  out  in  advance  of  the 
Congress  as  a  guide  to  those  about  to  participate  in  it;  whereas 
the  papers  which  were  delivered  and  discussed  whilst  the 
celebration  was  in  progress  have  been  reserved  for  issue  in  a 
memorial  volume.  There  is,  however,  very  much  in  the 
present  work  which  is  calculated  to  attract  mathematicians 
and  students  in  general.  Let  us  reflect  for  a  moment  on 
what  Napier  really  achieved  for  mathematical  science,  and 
then  we  shall  read  with  keen  interest  the  life  of  the  man  which 
has  been  so  ably  outlined  by  Prof.  G.  A.  Gibson  in  Section  A 
of  the  volume.  As  Prof.  Gibson  reminds  us,  we  readily  admit 
the  vast  debt  the  scientific  world  owes  to  Newton,  but  we 
should  equally  bear  in  mind  that  Newton  in  his  turn  was 
indebted  to  Kepler,  and  we  may  well  ask  whether  the  latter 
could  have  completed  his  Ial)orious  computations  had  not 
Napier  placed  within  his  reach  the  simplified  and  less 
cumbrous  method.s  of  calculation  afforded  by  logarithms. 
We  use  these  now — as  we  do  so  many  other  great  and  valuable 
gifts — and  take  them  for  granted,  giving  little  or  no  thought 
to  the  great  genius  that  was  needed  in  order  to  evolve  their 
epoch-making  discovery.  It  may  perchance  be  a  surprise 
to  many  a  student  to  learn  that  in  their  first  development 
logarithms  were  not  regarded  as  indices  of  powers  of  some 
chosen  numerical  or  more  general  algebraic  base ;  that  they 
were  derived  from  considerations  of  velocities  and  were  viewed 
more  particularly  with  reference  to  their  influence  on  the 
treatment  of  trigonometrical  problems. 

Section  B  of  the  volume  before  us  gives  the  list  of  notable, 
possibly  priceless,  exhibits  of  antiquarian  character  which 
formed  one  of  the  Loan  Collections  of  the  exliibition.  A 
considerable  proportion  of  these  have  a  personal  relation  to 
Napier,  whilst  the  remainder  naturally  derive  much  of  their 
value  from  the  application  of  logarithmic  principles  to  the 
part  they  play  in  scientific  work.  The  successive  sections 
of  the  handbook  give  details  of  the  various  classes  of  objects 
on  view — for  example,  historical  works,  and  sets  of  tables, 
calculating  machines,  the  abacus,  slide  rules,  &c.  Numeroue 
valuable  notes  on  the  principles  underlying  the  construction 
of  exhibits,  or  on  their  history,  have  been  contributed  to  the 
publication  by  writers  expert  in  mathematics  and  in  practical 
science.  Some  reproductions  of  portraits  of  Napier  himself 
and  also  of  Bablmge  and  Dr.  Edward  Sang  adorn  the  work, 
and  give  to  readers  some  knowledge  of  the  personal  appear- 
ance of  the  well  known  originals.  Elaborate  and  well  executed 
diagrams  are  very  numerous,  and  are  illustrative  (1)  of  various 
machines,  (2)  of  ruled  papers  of  several  kinds,  and  (3)  of 
certain  mathematical  models. 


A  Grammar  of  Lafe  Modern  PJnglisli.     By  H.  Poutsma. 

(12s.     Noordhoff,  Groningen.) 

By  Dr.  Boguolm,  University  of  Copenhagen. 

Holland  boasts  a  splendid  series  of  writers  on  "Modern 
English":  StiOffel,  Giiuther,  van  Draat,  Swaen,  Poutsma,  and 
othei-s.  The  first  characteristic  of  them  all  is  an  enormous 
reading  and  an  extraordinary  diligence,  coupled  with  an 
unusual  skill  in  presenting  facts.  It  goes  without  saying 
that  they  all  write  English  like  one  to  the  manner  born,  I 
had  almost  written,  like  Mr.  Maartens. 

The  present  instalment  of  Mr.  Poutsma's  "  Grammar  "  is 
in  many  respects  an  advance  on  its  predecessor.  In  this 
section  Ia  of  Part  II  of  the  "Grammar"  (Mr.  Poutsma's 
divisions  are  sometimes  rather  confusing),  the  author  deals 
with  nouns,  adjectives,  and  articles  in  a  very  exhaustive  and 
scholarly  manner.  Grammar  as  treated  in  this  book  ceases  to 
be  a  byword  for  tediousness,  appeals  to  the  learner's  powers 
of  observation,  and  becomes  a  safe  guide  even  to  the  native 
speaker  (or  writer).  The  best  chapters  are  those  dealing  with 
the  plural  and  the  genitive.  There  is  a  good  deal  of  confused 
reasoning  abroad  on  the  question  of  what  phenomena  give  a 
safe  indication  of  the  total  conversion  of  an  adjective  into  a 
noun.  Mr.  Poutsma  sums  up  the  different  characteristics  of 
a  noun  in  order  of  importance  on  page  387.  And  no  one  feels 
doubtful  that  the  question  remains  fairly  settled,  when  he  has 
finished  the  passage. 

Plural  nouns  present  a  lot  of  inconsistencies, "  much  pains  " 


(not  "  many  ")  "  were  (was)  taken  "  is  a  case  in  point.  Careful 
grammarian  as  Mr.  Poutsma  is,  he  never  dismisses  a  plural 
noun  without  having  examined  it  as  to  preceding  modifiers, 
ending,  verbal  concord.  Surely  for  class  use  this  sort  of 
logical  treatment  should  be  most  interesting,  to  pupil  no  less 
than  to  teacher. 

In  "  the  extravagant  tailor's  bill "  the  adjective  belongs  to 
"  bill,"  whereas  in  "  the  extravagant  son's  bill "  it  refers  to 
"  son."  For  the  rationale  of  the  different  reference  of  the 
adjective  in  the  two  sentences,  the  "Grammar"  should  be 
consulted. 

The  weak  point  of  the  book  is  the  stress  of  work  under 
which  it  seems  to  have  been  written.  This  stress  is  traceable 
not  only  in  the  frequent  occurrence.s  of  phrases  like  this — "  no 
instances  to  hand  at  the  moment  of  writing";  but  here  and 
there  one  misses  the  guiding  hand.  The  foreigner  wants  ex- 
pressly to  be  told  what  is  typical  and  what  not. 

It  would  have  enhanced  the  very  high  value  of  the  book  still 
more  if  the  author  had  distinguished  more  sharply  between 
the  different  layers  of  contemporary  English.  The  influence 
of  "paper  English"  on  "spoken  English"  is  sometimes  very 
important.  The  brevity  affected  by  advertisers  accounts  for  the 
omission  of  a  possessive  in  phrases  like  "  Own  Tailors."  Page 
394,  Mr.  Poutsma  calls  attention  to  the  use  of  "the  poor," 
where  we  miglit  expect  "  the  poor  ones."  Doubtless  the 
shorter  form  is  due  to  such  publications  as  statistical  returns. 

Least  satisfactory  is  the  chapter  on  Comparison.  The 
comparative  is  not  the  only  form  in  the  phrase  "  the  greater 
number."  The  catchword  "the  greatest  happiness  of  the 
greatest  numljer"  always  has  the  superlative.  The  reason 
for  the  different  treatment  of  the  adjective  here  is  not  ap- 
parent from  Mr.  Poutsma's  book. 

But  one  does  not  like  to  quarrel  with  details  in  a  book  which 
has  given  one  so  nuii-h  enjoyment.  The  work  before  us  is  a 
strong  testimony  to  Dutch  .scholarshi]),  and  incidentally  to 
English  scholarship  also;  but  for  "  The  Oxford  Dictionary " 
such  a  book  could  not  have  been  written. 


(1)  Firsl-Frnits  of  the.  Play  Method  in  Prose.  Edited  by 
H.  Caldwell  Cook.  (3s.  Heffer.)  (2)  Tlie  Bhyminc, 
Thirds.     Edited  by  W.  L.  Paine.     (Is.  6d.     Bell.) 

Somebody  once  asked  Arnauld  ("  le  grand  Arnauld  ")  how 
it  was  that  the  younger  members  of  his  tribe  wrote  so  well 
"  Sir,"  ansvvered  that  stern  enemy  of  facile  compliment  and 
mere  pleasantness  in  social  intercourse,  "  they  write  as  we 
are  accustomed  to  talk  in  my  family."  It  was  Pascal  who 
created  French  prose  as  we  know  it,  and  one  secret  of  the 
great  tradition  is  undoubtedly  revealed  in  this  saying  of  his 
master.  Directness,  simplicity,  unpretentiousness,  an  ab- 
sence of  pompous  ornament — good  talk  is  impossible  without> 
these  qualities  ;  and  we  should  write  as  we  talk.  Anyone 
familiar  with  the  daily  life  of  a  French  school  and  French 
methods  of  conducting  examinations  knows  how  unramitting 
is  the  training  in  bieii  parler  which  underlies  the  teaching  of 
written  composition. 

These  two  books  are  significant.  Time  was  when  an 
articulate  schoolboy  was  anathema  in  England.  His  busi- 
ness was  to  plod  painfully  through  the  grammar  of  Greek 
and  Latin  and  the  authors  w^iose  works  furnished  him  with 
mental  gymnastics.  Any  real  dexterity  in  handling  his  own 
language  savoured  of  glibness  and  bordered  on  the  unseemly. 
The  change  in  our  methods  of  teaching  English  comes  in 
great  part  from  that  permeation  of  the  English  world  by 
French  ways  of  thought  which  has  been  the  determining 
factor  in  the  intellectual  life  of  the  last  twelve  years.  Thus, 
at  the  Perse  School,  the  written  work  of  the  lower  middle 
forms  IS  done  against  a  background  of  oral  training.  These 
"  First-Fruits  of  the  Play  Method  in  Prose  "  give  fresh  evi- 
dence of  the  originality  and  resource  we  have  come  to  expect 
from  Mr.  Caldwell  Cook.  In  his  hands  oral  composition — 
already  in  danger  of  becoming  stereotyped — remains  varied 
and  elastic.  His  boys  express  themselves  by  means  of  debates, 
soliloquies,  lectures,  and  original  written  composition.  The 
appeal  throughout  is  to  their  creative  faculties,  and  their 
work  is  never  allowed  to  develop  into  mere  reproduction. 
Intelligent  imitation  of  the  best  models,  a  remaking  of  them 
in  the  boys'  own  imagination,  is,  however,  encouraged.  The 
old,  incessant  grind  over  parsing,  analysis,  paragraphing,  and 


Feb.  1,  1915.J 


THE  EDUCATIONAL  TIMES. 


71 


punctuation  has  been  ruthlessly  swept  away  and,  as  a  result, 
we  have  the  work  of  these  young  "  Play-boys."  Perhaps  the 
most  astonishing  feature  of  an  astonishing  book  is  the  ab- 
sence of  the  hackneyed  epithet.  There  is  no  more  searching 
test  of  a  sound  feeling  for  literature.  These  boys  will  always 
know  the  difference  betweeu  literature  and  cheap  sentiment- 
ality in  print. 

Mr.  Paine's  book,  "The  Ehyming  Thirds,"  is  conceived  on 
the  same  lines,  and  is  the  work  of  boys  in  Forms  III.'i  and  IIIb. 
It  includes  original  work  in  prose  and  poetry,  and  proves  ouce 
again  that  modern  methods  are  practicable.  It  is,  however, 
•  lacking  in  the  variety  of  the  Perse  Book.  This  monotony  of 
tone  may  be  due  to  the  fact  that  the  .subject-matter  is  too 
exclusively  "  manly  "  in  character.  The  formula  is:  "  Let  man 
or  beast  chase  beast  or  man."  Possibly  this  comparative 
narrowness  of  range  not  only  limits  a  boy's  actual  command 
of  words,  but  also  stunts  the  development  of  his  imagination. 

The  introductions  to  both  books  are  full  of  interest  to  the 
teacher.  For  instance,  what  joy  it  must  be  to  teach  at  a 
properly  equipped  school  !  We  imagine  Mr.  Cook  and  his 
pupils  deep  in  the  preparation  of  a  lecture  on  "  Domestic  Life 
in  Shakespeare's  Time."  They  refer  to  books  like  "Life  in 
Shakespeare's  England,"  "  Sports  and  Pastimes,"  Sidney 
Lee's  "  Stratford-on-Avon."  The  boys,  therefore,  acquire  a 
very  fair  idea  of  the  social  conditions  which  produced  the 
Elizabethan  drama.  We  sigh  regretfully  as  we  remember 
the  man}'  school  libraries  we  know  with  a  Shakespearean 
section  consisting  of  "Shakespeare's  Mind  and  Art"  and  a 
few  commonplace  essays  on  the  characters  in  the  plays.  And 
yet  the  school  library  is  really  as  important  as  the  labor- 
atory ! 

Again,  some  of  Mr.  Cook's  devices  for  maintaining  the 
interest  of  his  pupils  may  appear  puerile  to  the  so-called 
practical  teacher,  who  will  probably  talk  about  the  "  difficulty 
of  maintaining  discipline"  with  such  unceremonious  methods 
in  the  classroom.  But  books  like  "  The  Rhyming  Tliirds  " 
and  the  Perse  Play-books  compel  the  most  sternly  utilitarian 
of  us  to  think,  and  we  may  well  ask  ourselves  whether  the  old 
methods  could  produce  work  anything  like  as  good.  We  are 
forced  to  believe  that  teachers  of  English  are  awake,  and  are 
experimenting  with  a  freshness,  a  directness,  and  good  faith 
all  theii-  own. 

OVERSEAS. 

Among  the  discussions  in  the  January  EiJii rational  Revieio 
(New  York)  the  subject,  "  Restraint  of  our  Public  Schools,"  is 
treated  in  a  way  that  will  appeal  to  the  ordinary  English 
teacher.  Miss  Disbrow,  after  reading  a  book  by  an  English 
lady  who  "  has  published  a  good  deal  of  matter  on  the  general 
subject  of  child  culture  "  [Miss  D.  "  names  no  names,"  and  we 
follow  her  excellent  example],  was  "  led  to  the  supposition  that 
the  only  rational  and  reasonable  members  of  society  are  the 
children."  As  against  this  English  lady  and  her  American 
fellows.  Miss  Disbrow  recommends  a  certain  persistence  in 
saying  "no  "in  school,  under  suitalile  conditions.  She  dis- 
misses the  usual  charge  of  moulding  all  on  the  same  pattern 
by  explaining  that  "  grasping  the  fundamentals  of  a  common 
school  education  can  hardly  be  called  being  put  in  a  mould." 
In  plain  English,  we  must  "break  in"  our  children  as  we 
break  in  colts.  We  are  sure  that  Miss  Disbrow  will  read  with 
great  jjleasure  Chapter  III  of  Prof.  Welton's  "  What  do  we 
Mean  by  Education  ."  "  for  there  she  will  find  a  well-reasoned- 
out  synthesis  of  Liberty  and  Authority. 

The  Association  of  American  Universities  (twenty-two  Uni- 
versities form  its  membership)  met  at  the  end  of  last  year  in 
conference.  The  meetings  were  mainly  concerned  with  hono- 
rary degrees,  University  publications,  and  the  economy  of 
time  in  University  work.  It  is  the  third  subject  that  interests 
us  here.  In  America  there  exists  between  the  school  and  the 
University  an  institution  called  the  college.  Those  who  love 
symraeti-y  are  inclined  to  encourage  an  arrangement  by  which 
the  school  should  do  all  the  preparatory  work,  the  college 
should  do  all  the  cultural  work  of  University  standard,  while 
the  University  should  do  all  the  post-graduate  and  professional 
work.  Opinion,  however,  is  generally  in  favour  of  retaining 
the  present  system  even  at  the  expense  of  a  little  occasional 
overlapping  between  school  and  Univei'sity.  There  appear 
to  be  two  parties  with  regard  to  the  LTniversity  ideal  :  some 


prefer  the  English  model  and  others  the  German.  The  natural 
result  is  a  compromise  between  the  two,  and  it  looks  as  if,  in 
a  short  time,  we  shall  have  a  distinctively  American  type  of 
University  of  a  very  high  grade.  At  present  the  suggested 
economy  of  time  is  that  the  students  who  enter  now  at  the 
age  of  nineteen  should  enter  with  the  same  qualifications  as  at 
present,  but  at  the  age  of  seventeen.  This  naturally  means  a 
speeding  up  of  the  work  in  the  schools,  and  the  school  men 
are  not  so  sure  about  it  as  are  the  University  men.  It  is 
being  pointed  out  that  an  exceedingly  small  percentage  of 
secondary-school  pupils  ever  go  near  the  University.  The 
i-etort  of  the  University  men  is  that,  even  if  the  pupil  goes  no 
further  than  the  end  of  the  secondary-school  course,  a  little 
speeding  up  is  an  excellent  thing.  There  is,  indeed,  a  general 
impression  among  American  educators  that  more  time  is 
spent  on  certain  subjects  than  is  necessary. 

Readers  of  this  column  mayreraemberthat  some  timeagoan 
article  was  referred  to  as  appearing  in  the  American  7'/t>'  EiujUnh 
Jonrnid  under  the  title  of  "The  Unguarded  Gate."  This  gate 
was  journalism,  and  teachers  of  English  were  solemnly  warned 
against  the  dangers  of  bad  style  and  all  manner  of  corruptions 
creeping  into  English  through  the' agency  of  the  press.  We 
have,  therefore,  that  pleasant  shock  of  surprise  that  American 
education  is  always  giving  us  when  we  read  in  Erluction- 
(Boston)  that  a  leaflet  has  been  published  by  the  New  England 
Association  of  Teachers  of  English,  giving  an  account  of  an 
ingenious  Method  of  Teaching  English  by  means  of  News- 
paper Writing.  In  the  account  of  how  the  scheme  was  applied 
we  read:  "The  class  brought  in  newspaper  clippings  of  dif- 
ferent kinds,  and  from  the  study  of  these  the  principles  of 
writing  the  news  '  story '  were  evolved.  Then  they  tried  to 
produce  similar  reports.  Personal  items  about  alumni  were 
first  written.  Local  bits  of  news  were  later  worked  up." 
What  now  of  the  Llnguarded  Gate.''  Personalities!  and 
"  working  up  "  1  What  d<ies  the  National  Council  of  Teachers 
of  English  say  to  this  ? 

The  School  R,^vinv  (Chicago)  is  exercised  about  external 
criticism  of  the  school  methods  and  results  of  American  edu- 
cation. We  in  England  must  have  a  fellow-feeling  for  the 
point  of  view  adopted.  It  appears  that  home  critics  in  the 
middle  west  are  applying  to  their  own  educational  system  the 
kind  of  criticism  with  which  we  are  tolerably  familiar  in 
Great  Britain.  The  article  is  headed  "  We  are  again  less 
intelligent."  The  exponent  of  the  superiority  of  foreign  edu- 
cation over  that  of  the  middle  west  is  Mr.  George  L.  Fox, 
who  has  been  addressing  the  Hampden  County  Teachers' 
Association,  and  showing  them  that  English  secondary  educa- 
tion is  superior  to  American.  The  Review  remarks  that 
"Because  the  English  tradition  requires  an  intensive  study 
of  the  classic  languages  where  the  American  emphasizes 
other  subjects,  it  therefore  does  not  follow  that  the  brain 
stuff  of  English  schoolboys  is  better  than  the  brain  stuff  of 
American  schoolboys."  It  holds  that  before  there  can  be  a 
just  comparison  instituted  we  must  know  much  more  than  we  do 
at  present  of  the  conditions  in  the  two  cases.  Real  comparison, 
it  maintains,  is  impossible,  and  then  in  a  tired  key  it  con- 
cludes :  "  And,  after  ;ill,  what  does  it  matter?  " 

More  useful  and  more  heartening  is  the  discussion  of  the 
marvellous  development  of  night  schools  over  the  whole  of 
the  United  States.  The  Bev-eia  gives  very  startling  figures 
illustrating  the  success  of  this  form  of  continuation  work. 
"The  figures  of  attendance,"  it  says.  "  are  almost  incredible." 
The  ages  of  the  pu|)ils  range  from  fourteen  to  sixty-five: 
"  there  is  no  upper  limit."  This  iu  itself  is  disquieting.  But 
all  the  evidence  goes  to  show  that  the  movement  is  maiidy 
one  for  young  people,  and  the  most  encouraging  thing  is  that 
employers  of  labour  find  it  to  their  advantage  to  encourage 
the  movement.  Experience  has  shown  them  that  "those  who 
are  interested  enough  to  attend  night  schools  will  make  the 
best  employees."  Teachers  will  be  interested  to  know  that 
the  night  work  is  mainly  done  by  professional  teachers  who 
also  work  in  school  during  the  day,  and  that  their  payment 
ranges  from  2s.  9d.  to  4s.  2d.  per  hour. 


Me.  W.  T.  Tkeqeak,  Head  Master  of  the  Secondary  School, 
Sandown.  has  been  appointed  an  Inspector  of  Elementary  Schools 
under  the  Board  of  Education.  He  was  formerly  a  Master  at  the 
W^iitechapel  Foundation  School. 


72 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


GENERAL    NOTICES. 


EDUCATION-. 

The  Problems  of  Boijhnoi.     By  Franklin  Winslow  Johnson. 
(4s.  net.     Cambridge  University  Press.) 

The  155  page.s  of  thi.s  book  are  devoted  to  a  foreword  to  the 
teacher,  a  foreword  to  the  boy,  and  twenty-two  etudiew  of  moral 
problemB.  The  author  has  in  view  mainly  the  extra  »ehool  training- 
that  boj's  find  in  clubs  and  other  social  institutions  established  for 
their  benefit.  The  subjects  treated  are  such  as  Custom,  Honesty, 
Loyalty,  Alcoholic  Liquors  and  Tobacco,  Sex,  Measure  of  Success, 
the  Choice  of  a  Life  Work.  The  studies  are  meant  to  be  read  by  the 
boys  themselves,  and  at  the  end  of  each  study  is  a  list  of  a  few 
problems  for  discussion  among  boys  in  their  clubs  or  elsewhere. 
\Ve  cannot  understand  why  self-control  should  be  the  only  study 
that  i-i  unsupplied  with  probleuis.  It  is  doubtful  whether  a  four- 
shilling  book  is  the  sort  of  thing  that  is  nee<led  for  this  kind  of  work 
if  the  boys  are  expected  to  be  provided  with  a  copy  each.  For  the 
conductor  of  a  boys'  club  the  volume  will  be  found  stimulating  and 
suggestive. 

CLASSICS. 

Proceedings  of  the  Classical  Assorintion,  Vol.  XI. 

(2s.  6d.  net.     John  Murray.) 

In  addition  to  the  rules,  a  list  of  members,  and  the  financial  state- 
ment for  1913,  this  volume  contains  a  number  of  papers  on  subjects 
of  considerable  interest  to  the  classical  public.  The  Presidential 
address,  by  Sir  Frederick  Kenyon,  is  on  "  The  Classics  as  an  Element 
in  Life."  Other  papers  here  reproduced,  with  the  discussion  they 
evoked,  are  :  "  The  Teaching  of  Classics  as  Literature  "  and  "  Oral 
Methods  in  Teaching  Classics."  L^ctures  on  "  The  Origin  of  Greek 
Tragedy,"  "  The  Scamander  Ford,"  "The  Underworld  and  the  Way 
There,"  "  Museums  and  the  Classical  Revival,"  and  "  The  Museums 
of  America"  are  also  included. 

Euripides:  Heracles.     By  O.  R.  A.  Byrde,   M.A. 
(•2s.  6d.     Clarendon  Press. ) 

The  text  of  this  edition  is  reprinted  with  slight  changes  from  the 
Oxford  edition  of  Prof.  Gilbert  Murray,  whose  appnrittns  cntierts  of 
the  plaj-  is  also  reproduced.  The  play  is  furnis'ied  with  an  introduc- 
tion and  notes.  In  the  former  Mr.  Byrde  gives  a  summary  of  the 
theory  of  the  development  of  tragedy  from  the  Dionysiac  ntual, 
famdiar  from  the  writings  of  Prof.  Murray,  and  shows  its  application 
to  the  "Heracles."  The  growth  of  the  •' Heracles  "  myth  and  the 
intei'pretation  of  the  play  are  also  briefly  dealt  with.  The  notes  are 
brief  and  scholarly  and  questions  of  the  text,  are  handled  with  clear- 
ness and  skill.  The  explanatory  notes  are  equally  good,  though 
a  few  more  might  perhaps  have  been  added  with  advantage.  We  re- 
commend the  edition  to  teachers  and  students. 

(1)  iVoc/ev  Latiiiae.  By  Walter  Madeley,  M.A.  ("  M-icmillan's 
Elementary  Classics."  Is.  6d.)  (2  iJc  i^«c;i«v  (Selections  from 
Cornelius  Nepos).  By  W.  G.  Butler.  (Is.  tid.  Bell.)  — (3| 
Wi»«  ("Ludi  Scaenici").  By  K.  Ryle.  (Is.  'Be\\)—(i)  Eihulae. 
By  R,  B.  -Appleton.     ('.'s.      Bell.) 

The  above  Latin  readers  differ  somewhat  among  themselves  in 
method,  and  each  of  the  volumes  will  probably  append  to  various 
groups  of  teachers.  The  books  of  Messrs.  Madeley  and  Butler  are 
collections  of  stories  suitable  for  boys  of  about  thirteen.  Mr.  Made- 
ley  has  drawn  his  stories  from  a  variety  of  sources — Gellius,  Macrobius, 
Herodotus.  &c. ,  freely  simplifying,  expanding,  or  translating  into 
Latin,  as  the  case  may  be.  His  book  has  very  attractive  illustrations, 
.and  it  is  a  pity  that  he  has  not  marked  the  quantity  of  the  vowels. 
This  ha-  been  done  in  all  the  other  books  here  considered,  and.  indeed. 
Miss  Ryle  and  Mr.  Appleton  have  marked  many  ''hidden"  quan- 
tities. Mr.  Butler  has  selected  all  his  material  from  Cornelius  Nepos. 
Each  passage  is  preceded  by  a  short  biographj'  of  the  hero  with 
which  it  deals.  Each  chapter  has  a  sec  of  grammatical  exercises. 
Miss  Ryle's  book  consists  of  a  number  of  little  plays  and  dialogues 
meant  to  be  acted  in  class  and  very  suitable  for  that  purpose.  The 
book  has  one  unique  feature,  in  that  the  material  is  likely  to  be  of 
especial  interest  to  girls,  whereas,  as  Miss  Ryle  justly  remarks,  most 
Latin  books  are  better  adapted  for  boys.  Dramatization  is  un- 
doubtedly of  great  value  in  the  teaching  of  Latin,  as  in  that 
of  modern  languages,  and  we  hope  that  this  bnok  will  enjoy  a 
wide  circulation,  Air.  Appletou's  book  is  meant  not  oidy  to  be  used 
as  a  reader,  but  also  to  provide  teachers  with  stories  which  may  be 
told  by  them  to  the  class.  The  material  is  excellent  for  that  purpose, 
and  has  evidently  been  selected  with  great  care  from  a  wide  range  of 
authors.  Hyginus,  Apuleius,  Pliny  the  Elder,  scholiasts  and  lexico- 
graphers ha\'e  all  been  laid  under  contribution.  Mr  Appleton  has 
provided  his  book  with  an  "all  Latin"  vocabulary  such  as  we  have 
already  criticized  in  these  columns.  The  following  examples  which 
we  select  from  the  vocabulary  do  not  increase  our  confidence  : — "  Fax^ 
facis  {/.)  ;  quasi  baculura  quod  urimus  et  nobiscum  ptrtamus  quo 
noctem  illustremus  ;  fortuna,   -ae,   (/,),  si  res  bene  accidit  est  bona 


fortuna,  si  male  est  mala  fortuna."  We  are  pessimistic  enough  to 
believe  that  the  boy  who  can  make  little  of  the  story  because  he 
does  not  know  the  meaning  of  fax  or  forlunn  will  make  still  less 
of  the  vocabulary.  Such  definitions  as  these  are  only  possible 
for  oral  work.  Indeed,  we  suspect  th:it  Mr.  Appleton  intends  these 
vocabularies  as  "  propaganda,"  and  that  they  are  meant  rather  for 
teachers  than  for  scholars.  Despite  the  vocabulary,  the  book  deserves 
to  be  widely  used. 

FRENCH. 

A  Primer  of  French  Literature  and  Hi'-tory.     By  J.  P.  R.  Marichal. 

(2s.  Dent.) 
The  teaching  of  French  literature  in  upper  forms  is  continually 
hampered  by  the  absence  of  suitable  textbooks.  It  is  not  desirable  to 
use  summaries  of  French  literature  written  in  Engli.sh.  The  facts 
should  be  pre^-ented  in  French  from  the  French  point  of  view  ;  but 
manuals  like  those  of  MM.  Gustave  Lanson  and  Remi  Doumic, 
excellent  as  they  are,  are  too  mature  in  tone  for  the  average  Form  VI 
pupil.  Further,  no  literature  should  be  studied  c»  I'air  without  an 
historical  background,  and  Etiropean  history,  alas  I  by  no  means  figures 
in  the  curriculum  of  every  secondary  school.  This  Primer  of  French 
Literature,  written  in  French  and  "  based  on  the  interconnexion 
between  language,  literature,  and  history,"  therefoi'e  meets  a  real 
need.  Each  lesson  is  preceded  by  a  short  historical  introduction,  and 
the  actual  literary  criticism  is  both  interesting  and  sound.  The 
I  appendix  contains  more  detailed  notices  of  the  very  great  writf  rs,  an 
introduction  to  the  study  of  French  metre,  a  history  of  the  French 
language,  and  chronological  tables.  It  is  no  small  achievement  to 
have  compressed  the  history  of  French  literature  into  eiuhty-six 
pages,  yet  to  have  produced  no  mere  summary.  The  need  for  con- 
ciseness has,  however,  injured  the  sections  dealing  "with  French 
pro.sody  and  the  growth  of  the  language.  It  has  not  been  possible  to 
explain  the  influence  of  the  "  yod  "  sound  upon  the  development  of 
the  French  vowels,  and  one  of  the  gi-eat  difficulties  in  scanning  French 
verse  has  to  be  dismissed  thus  summarily  :  "  Les  groupes  de  voyelles 
dans  un  mot  comptent  quelquefois  pour  une  S3dlabe,  (juelquefois  pour 
deux." 

Lfi  Guerre  de  Cent  Ans.  By  F  Alec  Woolf,  B.A.  (Is.  6d.  Dent.) 
This  is  the  third  volume  in  "  Dent's  Series  of  Historical  Readers" 
The  period  covered  is  the  Hundred  Tears'  War,  beginning  with  the 
accession  of  Philip  VI  and  ending  with  the  Fall  of  Bordeaux  in  1453. 
It  is  a  gratifying  fact  that  modern  language  teachers  are  becoming 
increasingly  conscious  of  the  many-sided  aspects  of  their  ta.sk  They 
feel  that  the  young  should  not  only  be  led  to  converse  intelligently 
and  with  a  tolerable  a- 'cent  about  the  miller's  daughter  and  the  other 
features  of  Holzel's  wall  pictures,  but  should  also  have  some  con- 
ception of  the  tuition  who  so  surprisingly  talk  French,  Any  real 
knov/ledge  of  France  is  impossible  without  some  acquaintance  with 
French  history,  and  these  little  books  convey  the  necessary  informa- 
tion with  clearness  and  simplicity.  Useful  exercises  and  chrono- 
logical tables  are  appended.  The  illustrations  are  taken,  for  the 
most  part,  from  contemporary  sources.  One  only  regrets  that  more 
use  has  not  been  made  of  Froissart,  with  an  occasional  quotation 
from  Michelet.  A  more  picturesque  touch  might  well  have  been 
used  in  presenting  to  English  children  what  is  virtually  an  epic 
of  chivalry.  And  French  history  which  is  not  made  vivid  is  not 
really  French. 

GERMAN. 

Direct  German  Course.     By  H.  J.  Chaytor.     (2s.  fid.     University 
Tutorial  Press,) 

This  course  is  meant  for  pupils  who  begin  German  at  the  age  iA 
fourteen  and  fifteen,  and,  unless  boys  of  even  that  age  were  much 
interested  in  getting  to  know  the  language  quickly,  they  might  find 
the  memory  work  involved  too  laborious,  1'he  grammar  rules  are 
well  put,  but  they  seem  to  be  introduced  with  too  great  fullness  for 
an  early  stage,  and,  although  the  course  is  called  "direct,"  the 
master  would  often  have  to  use  English,  Indeed,  translation  from 
English  is  actually  set  by  the  time  the  end  of  the  book  is  reached. 
The  pictures  on  which  the  lessons  are  based  are  all  repeated  on  the 
last  page  so  that  they  may  be  used  without  looking  at  the  text. 
Students  who  take  up  German  rather  later  than  fourteen  or  fifteen 
would  learn  much  from  this  course. 

A  Reform  First  German  Book.     By  J.  S.  Walters. 
(3s.     Mills  &  Boon.) 

A  German  book  which  claims  to  be  a  compromise  in  which  "  old 
and  new  are  judiciously  blended,"  new  as  well  as  old  being  "re- 
formed." Dr.  Walters's  "First  French  Book"  was  Avritten 
speciaUy  for  adult  students  and  evening  institutes,  and  we  think 
such  students  will  appreciate  the  variety  and  clearness  of  his  German 
work.  The  book  is  well  supplied  with  coloured  pictures,  kept  in 
a  pocket  on  its  last  cover. 

Der  tolle  Invalide  auf  dem  Fort  Ratonneau.      By  L.  A.  von  Amim. 
Edited  by  A.  E,  Wilson.   (2s.  6d.  Cambridge  University  Press.) 

"  Der  tolle  Invalide  "is  a  somewhat  weird  story  of  the  "Romantic" 
period.     It  is  well  edited  here,  with  full  questions  for  conversation  as 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


i  o 


well  as  -w-ord-formation  and  vocabulary  exercises.  There  are  also 
useful  <^raramatical  exercises,  which  include  plenty  of  repetition  of 
important  points  and  lay  much  stress  on  verbs.  The  "  Cambridge 
Modern  German  Series  "  is  decidedly  attractive  in  appearance. 

Leodeger  der  Hirtmschiiler.      By  H.  Villintrer.     Edited  by  C.  W. 
MeiTyweather.     (Is.  6d.     Oxford  University  Press.) 

This  is  a  compact  little  book  containing  an  interesting  story, 
with  plenty  of  conversation  in  the  text  itself.  It  is  edited  with 
Frngen  and  Ubttngen.  The  latter  are  not  only  useful,  but  often 
ingenious,  and,  with  their  aid,  the  reading  book  will  become  the 
real  centre  of  all  instmction  in  German.  The  book  may  be  had 
without  (or  with)  vocabulary. 

ENGLISH. 

A  Course  of  Practical  Eiiqlish.     By  E.  J.  Bailey,  B.A.,  A.C.P. 

(Is.  6d.     G.  Bell.) 

After  a  preliminary  section  on  punctuation,  this  book  begins  with  a 
section  on  the  verb,  which  is  treated  in  full  detail  as  being  the  most 
important  part  of  speech.  The  next  two  sections  deal  respectively 
with  the  sentence  (in  connexion  with  which  the  other  parts  of  speech 
are  introduced)  and  with  composition.  It  is  explained  that  it  is 
intended  that,  in  the  main,  these  three  sections  shall  be  worked 
concurrently.  This  plan  has  the  advantages  of  keeping  the  sentence 
to  the  tore  in  the  grammatical  work  and  of  keeping  the  grammar 
parallel  with  the  composition,  but — at  least  as  it  is  carried  out  here — 
it  misses  the  greater  virtues  of  the  method  of  making  composition  the 
ba,sis  of  the  whole  work  and  treating  grammar  throughout  as  sub- 
sidiary to  it.  Indeed,  the  section  on  composition  seems,  in  any  case, 
thin  and  inadequate.  The  chapter  on  it  occupies  only  twelve  pages  (out 
of  a  total  of  about  a  hundred  and  eighty),  and  is  too  much  concerned 
with  details,  especially  with  those  which  are  included  under  the  heading 
"Faults  to  be  Avoided."  Little  use  is  made  of  good  models,  and 
little  help  is  given  to  the  pupils  in  what  may  be  called  the  broad  out- 
lines of  treatment  of  the  various  fonns  of  composition.  There  is  a 
chapter  on  vocabulary  which  would  prove  useful  for  reference  ;  but 
here  and  in  other  parts  of  the  book  some  of  the  warnings  appear  to  be 
superfluous.  It  is,  no  doubt,  necessary  to  warn  pupils  to  distinguish 
\ietv,'een  prDiv'tple  tiixd  priNcipid,  and  even,  perhaps,  between  d'-hghljul 
and  dehcioid^,  but  it  appears  to  be  provoking  confusion  to  give  a  similar 
warning  in  relation  to  areata  and  arr(arfi.  Again,  it  is  surely  super- 
fluous to  tell  an  English  child  that  adjectives,  as  a  rule,  precede  the 
nouns  they  qualify  ;  still  more  superfluous  to  elevate  this  statement 
into  a  "  ride  "  for  guidance  in  composition. 

The  Mother   Tongue.      Book   II  :     The   Practice  of  English. 
By  J.  W.  Adamson  and  A.  A.  Cock.    (2s.  6d.    Ginn.) 

Those  teachers  who  know  Book  I  of  this  series  will  cordially  welcome 
the  present  volume,  which  is  intended  for  secondaiy  schools  and  for 
the  upper  classes  of  elementary  schools.  It  is  said  to  be  based  upon 
the  American  edition  of  Books  II  and  III  of  the  series,  but  it  is  in 
many  respects  superior  to  them.  It  is  divided  into  three  sec- 
tions, dealing  respectively  with  narration,  description,  and  exposition 
(or  explanation),  each  being  accompanied  by  the  grammar  which  is 
appropriate  both  to  the  form  of  composition  in  question  and  to  the 
stage  of  advancement  reached  by  the  pupil.  The  method  adopted,  to 
take  the  first  section  as  an  example,  is  to  place  before  the  pupil  four 
or  five  good  instances  of  narrative  from  standard  authors  and  to  lead 
him  to  study  them  from  various  points  of  view.  The  predominant 
character  of  the  words  used  in  narration,  the  outline,  introduction, 
conclusion,  and  climax  of  a  story,  the  value  and  use  of  details  are 
some  of  the  mattei-s  treated,  and  in  each  case  interesting  and  varied 
exercises  are  suggested.  The  grammar  to  be  taken  parallel  with 
this  section  consists  of  the  study  of  and  exercises  in  the  sentence, 
analysis  of  sentences,  and  the  main  part  of  the  material  dealing  with 
the  parts  of  speech.  The  remaining  two  sections  are  treated  on 
similar  lines,  ami  the  whole  sets  forth  a  course  in  English  which 
is  not  only  sound  and  thorough,  but  also  eminently  interesting  and 
stimulating. 
The  Romatice  of  yames .    By  Ernest  AV'eekley.    (3s.6d.net.    Murray.) 

The  author  states  in  his  preface  that  in  dealiut,'  with  the  origins 
and  meanings  of  surnames  his  aim  has  been  "  to  steer  a  clear  course 
between  a  too  learned  and  a  too  superficial  treatment."  The  result 
is  a  most  interesting,  even  fascinating,  study  of  the  subject.  The 
author  deals  in  all  with  between  three  and  four  thousand  names 
(chosen  in  the  main  from  the  "London  Directory"),  in  twenty-three 
conveniently  short  chapters,  each  devoted  to  one  of  the  various  classes 
and  subdivisions  into  which  surnames  fall.  In  cases  of  doubt  alterna- 
tive explanations  are  given.     There  is  a  good  index. 

HISTORY, 
Commercial  Polilics  (1837-1856).  By  R.  H.  Gretton,  formerly  Demy 
of  Magdalen  College,  Oxford,  (ls.net.  G.Bell.) 
This  is  an  excellent  addition  to  the  very  useful  series  of  "Bell's 
English  History  Source-books."  Besides  commercial  matters,  it 
illustrates  many  other  aspects  of  the  jjolitics  of  the  period  :  the  state 
of  England  and   Ireland,   the  Chartist  movement,   Free  Trade,  im- 


portant foreign  affairs,  &c.  At  the  present  time,  one  can  draw  an  extra- 
ordinary contrast  between  the  descriptions  of  Crimean  hospitals  (1854) 
here  given  and  the  enormous  improvements  in  the  arrangements  of 
the  present  deplorable  War. 

"Home  University  Library  of  Modem  Knowledge." — 'Ihe  Renais- 
mncc.  By  Edith  Sichel.  (ls.net.  "Williams  &  Norgate.) 
None  of  the  gifted  writers  in  this  long  and  varied  series  appears  to 
us  to  have  hit  the  ideal  more  surely  than  Miss  Sichel.  The  introduc- 
tory chapter  is  a  most  luminous  general  sketch  of  the  nature  of  the 
great  movement  loosely  called  the  Renaissance,  and  the  remaining 
chapters  vividly  outline  the  spread  of  it  in  Italy,  and  from  Italy 
throughout  Europe.  The  leading  figures  are  deftly  limned,  and 
stand  out  lifelike  and  conspicuous.  The  spirit  of  the  movement 
in  its  various  phases  is  admirably  presented  in  a  piquant  and  vigorous 
style. 
A  History  of  England  and  the  British  Empire.     In  4  vols.     By  Arthur 

D.  Innes,  sometime  Scholar  of  Oriel  College,  Oxford.     Vol.  Ill : 

1689-1802.  (6s.  net.  Riviugtons.) 
The  century  treated  in  the  present  volume,  from  the  "glorious" 
Revolution  down  to  the  Peace  of  Amiens,  is  full  of  the  interest  of 
large  question?  in  a  series  of  remarkable  historical  developments. 
Mr.  Innes  maintains  fully  the  high  standard  of  accuracy  and  insight, 
and  of  lucid  narrative,  that  he  displayed  in  the  earlier  volumes. 
There  is  not  available,  we  apprehend,  any  more  trustworthy  and 
attractive  handling  of  the  political  and  military  history  of  the  period 
within  manageable  space  for  wider  collateral  reading  with  the  more 
condensed  school  history-book.  The  final  chapter  is  divided  between 
literature  and  the  industrial  and  rural  revolution.  Most  useful 
genealogical  tables,  and  some  notes  dealing  more  at  length  with  par- 
ticular points,  are  appended.  The  inde.x  is  very  advantageously 
ample.  By  the  way,  was  it  in  the  name  of  "  Britain  "  or  of  "  Briton" 
that  George  III  gloried  l"  Mr.  Innes  writes — at  any  rate,  is  printed 
— "  Britain." 
A  Short  History  of  Europe  :  from  the  German  Invasions  to  the  Great 

Renaissance.       By   W.    O.    Lester   Smith,   late   Senior   History 

Exhibitioner  of  Mertou  College,  Oxford.  (28.  Dent.) 
The  book  is  intended  primarily  for  the  upper  and  middle  forms  of 
secondary  schools  and  for  training  colleges,  and  for  readers  without 
the  guidance  of  a  teacher  a  selection  of  accessible  books  is  suggested. 
As  a  rule,  one  does  not  approach  a  condensation  of  centuries  of 
liistory  into  a  slim  volume  with  high  hopes,  but  Mr.  Lester  Smith 
has  very  agreeably  disappointed  us.  His  work  is  eminently  readable, 
for  he  knows  how  to  select  his  matter  and  to  present  the  really 
important  points  effectively.  It  should  be  in  every  school  libraiy.  A 
chronological  summary,  genealogical  tables,  and  other  matters  are 
usefully  appended.  There  are  also  a  number  of  very  clear  and  helpful 
maps. 
A    History    of  Modern    Europe  :    from    the   Middle  of  the  Sixteenth 

Century.      By  John  E.   Morris,   D.Litt.   Oxon.,  Litt.D.  Man., 

Assistant   Master  in    Bedford  Grammar   School.     (3s.   6d.  net. 

Cambridge  Ll^niversity  Press. ) 
With  ample  knowledge  and  a  broad  outlook.  Dr.  Morris  succeeds 
in  presenting  in  narrow  space  an  excellent  sketch  of  the  movement  of 
European  affairs  during  the  past  three  and  a  half  centuries.  The 
treatment  is  fresh  and  vivid.  A  preliminary  study  of  a  more  de- 
tailed history-book  will  be  desirable,  and  such  study  should  be 
followed  up  by  this  general  survey,  the  book  being  readily  available 
in  the  school  library  for  collateral  reading.  There  are  seven  maps 
and  seven  pedigree  tables,  all  very  helpful. 

GEOGRAPHY. 

Black's  Geographical  Pictures.     Series  II.     Criislal  Jlovemeiits. 
(Six  in  packet,  two  packets  at  6d.  each.) 

The  high  standard  of  the  previous  series  has  been  excellently 
maintained  by  the  most  recent  additions.  The  pictures  are  artistic 
reproductions  of  photographs  of  actual  land  forms,  and  the  views 
have  been  carefully  chosen  so  as  best  to  illustrate  the  point  under 
immediate  discussion.  They  afford  valuable  teaching  matt-rial,  and 
teacher's  who  experience  a  difficulty  in  procuring  pictorial  aids  are 
strongly  advised  to  purchase  the  whole  of  the  14  packets  now 
issued.  Notes  and  questions  accompany  each  series  of  pictures  and 
this  letterpress  has  been  carefully  prepared. 

MacmiUau's  Geographical  Exercise  Books. — (1)  The  British  Isles. 
Questions  by  B.  C.  Wallis,  B.Sc.     (6d.) 

Many  excellent  exercise  books  have  recently  been  issued,  but  there 
stm  remained  a  gap  for  one  of  the  type  now  produced  by  Mr.  Wallis. 
Upwards  of  IHO  educative  questions  have  been  devised  so  as  to  afford 
a  thorough  revision  of  pupils'  work  on  the  British  Isles,  while  -"2 
blank  maps  supply  w*)rking  material  for  part  of  the  questions,  but 
the  present  exercise  book  differs  from  many  in  that  it  does  not  contain 
sufficient  blank  paper,  &c.  to  render  it  self-contained.  Opinions  will 
differ  with  regard  to  the  value  of  this.  The  contoured  blank  maps 
are  less  satisfactory  ;  the  relief  of  South  Wales,  in  particular,  needs 
revision.     On  the  whole  the  book  should  prove  popular. 


74 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


Weather  Chart  Exercises. — British  Ides  niiil  West  of  Exrope.  By 
L  M.  Odell,  B.So.  (6d.  Hodder  &  Stoughton  for  University 
of  London  Press.) 

ThiH  is  admirably  arranged  throughout  and  contains  squared  paper, 
blank  maps  and  selected  statistics  for  the  plotting  of  graphs  and  the 
working  of  exercises  dealing  with  elementary  weather  and  climate 
study.  Conversion  tables  are  included  for  practice  with  the  new 
units.  Though  the  author  does  not  claim  that  it  is  more  than  a  book 
for  beginners,  yet  pupils  who  conscientiously  complete  the  book 
should  obtain  ai:curate  ideas  relating  to  rainfall,  temperature, 
pressure,  and  winds.  The  addition  of  the  international  weather 
symbols  and  Beaufort's  scale  of  wind  velocities  and  a  few  suitable 
exercises  on  these  would  add  still  farther  to  the  value  of  the  book. 
Outlines  of  Fhi/sical  Geogruphii-  By  H.  Clive  Barnard,  M.A.,  B.Litt. 
■(Is.  6d.     Black.) 

This  book  is  arranged  for  pupils  preparing  for  the  Jimior  Locals 
and  similar  examinations  and  will  prove  attractive  to  others.  It  is 
les.>  a  mere  compilation  of  disconnected  science  scraps  than  so  many 
Physical  Geography  books  prove  to  be,  but,  on  the  whole,  is  a  read- 
able volume  progressively  arranged.  Its  various  parts  deal  with 
maps  and  map  reading,  the  earth  as  a  globe,  climate,  geological 
geography,  and  the  ocean.  It  contains  93  maps,  illustrations,  and 
diagrams,  though  some  of  these  have  dtme  sufficient  service  in  the 
past  to  deserve  replacement,  e.g.  Figure  63.  The  section  on  map 
projections  i<  too  short  to  be  of  any  value,  e.g.  the  conical  projections 
."ire  dismissed  in  five  lines  and  no  net  of  any  of  them  is  shown,  though 
the  globular  is  illustrated.  There  is  also  an  inaccuracy  relative  to 
Mercator's  Projection.  Problems  and  exercises  have  been  included, 
as  has  also  a  list  of  books  and  apparatus,  but  many  deservedly  popular 
books  have  been  omitted  and  the  prices  of  those  given  need  revision, 
e.g.  Reeves's  "  Maps  "  and  Marriott's  "  Hints." 

The  New  Outlook  Geography. — The  Home  of  Man:  Ameriea.  By 
W.  C.  Broivn,  M.A.,  F.C.P.,  and  P.  H.  Johnson,  B.A.,  L.C.P. 
(Is.  9d.     Harrap. ) 

The  other  two  volumes  in  this  series  by  these  authors  have  been 
favourably  noticed  in  these  columns  previously  and  we  are  pleased  to 
see  this  third  part.  The  special  feature  which  will  impress  teachers 
and  should  cause  an  extensive  demand  for  the  book  is  the  fact  that 
/the  treatment  is  from  the  human  aspect.  All  factors  are  considered 
in  their  relation  to  man's  life  and  activities,  and  the  continents  under 
discussion  lend  themselves  admirably  to  this  treatment.  The  vastly 
different  topographical  and  climatic  features  of  the  several  parts  of 
the  New  AVorld  have  been  carefully  contrasted  throughout,  and  the 
pupil  is  enrouraged  to  determine  all  contrasts  and  to  offer  explan- 
ations of  them  and  to  suggest  the  effects  likely  to  result  from  these 
contrasts.  After  chapters  dealing  with  climate  in  general,  structure, 
geology,  and  climate  of  North  America,  we  find  analyses  of  the 
political  units  of  the  northern  continent.  Chapter  X  deals  with  the 
outlines  of  the  history  of  North  America.  A  similar  treatment  is 
used  for  South  America  and  various  statistical  and  other  tables  are 
added  as  appendixes.  Tables  X,  XI,  and  XII  are  models,  of  arrange- 
ment, and  deal  with  the  factors  determining  the  distribution  of  selected 
vegetable  prodiicts.  Possibly  Chapter  I  is  the  least  satisfactory  ;  too 
much  is  attempted  in  the  space  available,  and  we  regret  the  use  of  the 
term  "  S.W.  anti-trades,"  and  why  "  IVrrol "  instead  of  "Ferrel" 
in  several  places?  Upwards  of  100  illustrations  are  given  and  form 
a  valuable  part  of  the  book,  though  a  few  have  suffered  by  too  much 
reduction  of  scale — e.g.  Figure  40, 

MATHEMATICS. 
Deserifiti'i'e  Geometry.      Parts  I  and  II.     Part  I,  by  John  C.  Tracy, 

C  E.  ;  Part  II,  by  Herbert  B.  North,  M.E  ,  and  John  C.  Tracy, 

C.E.     (Ss.  6d.  net.     New  York  :  John  Wiley  &  Sons.     London  : 

Chapman  &  HaU.) 
A  book  primarily  designed  for  engineering  students.  Well  brought 
out,  and  fully  illustrated  with  clear  diagrams  on  a  small,  but  not  on 
too  small,  a  scale.  The  features  to  which  the  authors  desire  to  draw 
particular  attention,  and  which  they  regard  as  both  of  paramount  im- 
portance and  of  imusual  employment  in  textbooks  on  the  subject,  are 
the  following.  To  oiu'  thinking  they  are  practical  and  valuable. 
First,  all  problems  are  reduced  to  four  fundamental  ones,  and  every 
problem  is  resolved  into  steps  corresponding  to  earlier  constructions. 
Secondly,  iu  illustrative  demonstrations  each  step  has  its  separate 
diagram.  Thirdly,  three-column  pages  display  (1)  the  general  method 
required,  (2)  its  special  application  to  the  problem  in  hand,  (3)  the 
required  diagrams. 

Constritetire   Textbook  of  Praetical  Mathematics.       Vol.  IV  :    Technical 
I'rigommeiry.     By  Horace  Wilmer  Marsh,     (lis.  6d.  net.     New 

York:  John  Wiley  &  Sons.  Loudon:  Chapman  &  Hall.) 
Although  in  its  relation  to  the  author's  complete  work  the  present 
volume  is  a  constituent  part,  it  is  nevertheless  intended  to  fulfil  satis- 
factorily the  function  of  a  separate  textbook  on  the  subject  of  tech- 
nical trigouometiy.  The  knowledge  to  be  acquired  from  the  suggested 
course  of  instruction  is  essentially  of  a  practical,  as  distinct  from  an 
academic,  character.     In  fact,  the  technical  student's  notes  following 


on  instruction  iu  class,  form  the  basis  of  the  treatise.     The  volume  is 
well  brought  out  and  clearly  illustrated. 

Elementary  Theory  of  Equations.     By  Leonard  Eugene  Dickson,  Ph.D. 
(Idol.  7.ic.     New  York:  John  Wiley  &  Co.     London:    Chap- 
man &  Hall.) 
Prof.  Dickson  presents  a  useful  and  instructive,  as  well  as  an  in- 
teresting, introductory  course  in  theory  of  equations.     It  is  evident 
that  the  special  line  of  study  beneficial  for  our  future  engineers  occu- 
pied the  attention  of  the  author  in  framing  his  scheme.     Of  great 
value  is  the  chapter  devoted  to  the  discussion  of  graphical  work,  for 
here  the  writer  not  only  dwells  on  the  power  gained  by  a  legitimate 
application  of  its  principles,  but  points  out  also  the  serious  errors  and 
misconceptions  created  by  an  unskilled  employment  of  the  method. 
First-  Year  Course  in  Mathematics.      By  K.  J.  Sanjana,  M.A. 
(Re/- 12.     Bombay:  K.  &  J.  Cooper.) 
This  treatise   on   geometry   and   trigonometry  has  been  prepared 
specially  to  satisfy   the   requirements  of   students  of  the  first  year 
following  the  Arts  courses  at  the  University  of  Bombay.     Although 
it  is  unlikely  that  the  work  will  be  used  as  a  classbook  in  any  of  our 
English  colleges  (seeing  how  many  standard  English   authors  have 
supplied  our   needs),    nevertheless   the   volume    will   be   a   valuable 
accession    to    any    student's   collection    of   mathematical   textbooks. 
Prof.  Sanjana's  name  ivill  be  a  most  familiar  one  to  readers  of  The 
Eiluculional  Times  mathematical  columns,  to  which  for  a  number  of 
years  he  has  been  a  constant  and  able  contributor. 
Models  to  Illustrate   the    Foundations  of  Mathematics.      By  C.  Elliott. 
(2s.  6d.  net.     Edinburgh  :  Lindsay.) 
Mr.  Elliott's  pamphlet  may  bo  expected  to  interest  two  classes  o 
readers  in  particular.      First,  it  wiU  probably  appeal  to  those  mathe- 
maticians who  are  devoting  themselves  to  the  general  inquiry  into  the 
foundations  of  mathematics ;  secondly,  it  may  prove  a  factor  in  the 
inspiration  of  the  present  and  the  future  teacher  of   mathematics. 
Essentially  it  has  been  written  for  the  teacher,  and  its  definite  object 
is  to  be  of  assistance  iu  enabling  some  of  the  new  ideas  as  to  the 
foundations  of  mathematics  to  be  inculcated  by  practical  interpreta- 
tion whilst  the  student  is  still  receiving  school  education. 

SCIENCE. 

A  First  Book  of  Chemistry.     By  W.  A.  Whitton,  M.Sc. 
(Is.  6d.     Macmillan.) 

A  first-rate  little  volume,  which  can  be  confidently  recommended 
as  a  classbook  for  scholars  entering  upon  a  study  of  the  subject.  It 
is  interesting  and  concise,  yet  fully  experimental,  and  is  copiously 
illustrated  with  diagrams  and  sketches.  Moreover,  it  has  the  advan- 
tage of  being  well  printed  on  good  paper.  It  will  be  surprising 
if  this  book  does  not  rapidly  become  a  general  favoiu-ite  in  schools. 
An  Elementary  Treatment  of  the  Theory  of  Spinning  Tops  and  Gyro- 
scopic Motion.  By  Harold  Crabtree,  iSI.A.  (7s.  6d.  Long- 
mans.) 

The  student  who  possesses  an  average  worldng  knowledge  of 
mathematics  will  probably  assume,  on  reading  t)ie  title  of  this  work, 
that  the  matter  included  is  of  a  type  far  beyond  his  grasp.  That 
such  a  book,  which  is  primarily  intended  to  make  an  adequate 
introductory  presentation  of  the  subject  both  to  the  .abler  mathe- 
maticians at  the  public  schools  and  to  undergraduates  should  include 
advanced  mathematical  theory  is,  of  course,  inevitable.  Since  this 
matter  naturally  falls  towards  the  end  of  the  volume,  it  admits  of 
omission  by  the  average  sttident,  who  will  find  much  to  interest  and 
instruct  him  in  the  descriptive  and  more  elementary  mathematical 
treatment  of  the  subject  which  occupies  the  first  portion  of  the  book. 
The  latter  portion  is,  however,  of  great  value,  and  has  been  de- 
veloped to  a  considerable  extent  in  this  (the  second)  edition.  A  series 
of  questions,  in  addition  to  the  usual  numerical  examples,  has  been 
interspersed  throughout  the  book  in  order  to  ensm-e  that  the  imder- 
lying  principles  are  thoroughly  gjHsped.  It  is  adequately  illustrated 
throughout  and  is  well  printed.  jLpart  from  its  interest  to  students 
of  pure  mathematics,  it  will  natumlly  appeal  to  students  of  engineer- 
ing in  all  its  branches. 

BOTANY. 

An  Introduction  to  the  Study  of  Plants.     By  Fritsoh  and  Salisbury. 
(4s.  6d.  net.     G.  Bell.) 

This  book  is  one  of  a  very  small  class  —  the  kind  that  makes 
teachers  wonder  whatever  their  pupils  did  in  the  past  without  them. 
The  authors  claim  that  "  the  subject-matter  more  than  covers  the 
scope  of  the  Matriculation  syllabus  of  the  Universities  :  at  the  same 
time,  used  in  conjunction  with  Scott's  'Structural  Botany,'  it 
meets  the  requirements  of  first-year  students."  This  claim  is  quit* 
justified.  There  are,  perhaps,  few  first-year  students  who  are  taken 
through  so  comprehensive  a  course  as  this.  It  would  also  be  very 
useful  to  students  in  elementary  training  colleges  and  to  those  pre- 
paring for  the  Higher  Certificate  of  the  National  Froebel  Union 
in  Botany.  The  iUnstrations  are  very  largely  from  actual  photo- 
graphs. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


75 


PUBLICATIONS    RECEIVED. 


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What  do  we  Mean  by  Education  ?     By  Prof.  J.  Welton.     Macmillan, 

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Irene  Parker.     Cambridge  University  Press,  4s.  net. 

CLASSICS. 

The  Roman  Elegiac  Poets.  Edited,  with  introduction  and  notes,  by 
Karl  P.  Harrington.     American  Book  Company,  1..50  dollars. 

FRENCH. 

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'^"^  Moore.     Cambridge  University  Press,  7s.  6d.  net. 
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Clarendon  Press,  2s. 
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notes,  and  vocabularj'  by  Barry  Cerf.     Ginn,  2s. 
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edited  by  L.  von  Glehn.     Clarendon  Press,  Is.  6d. 

GERMAN. 
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Oxford  University  Press,  2s. 

ENGLISH. 

Selected  English  :  Selections  from  Shelley,  Lamb,  Goldsmith.  Keats, 

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Clarendon  Press,  2s.  6d. 
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HISTORY. 

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fortunes  of  the  Children  of  the  Roman  Empire.     By  C.  R.  L. 

Fletcher.      Vol.    II:     The   First   Renaissance,    1000-1190   a.d. 

Murray,  78.  6d.  net. 
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Woolf.     Heffer,  Is.  net. 
The  Russian  Problem.     By  Paul  Vinogradoif      Constable,  Is.  net. 
Famous  Fights  of  Indian  Native  Regiments.     By  Reginald  Hodder. 

Hodder  &  Stoughton,  Is.  net. 
The  Story  of  English  Industry  and  Trade.     A  reader  for  the  upper 

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A  First  Book  of  Commercial  Geography.  By  T.  Alford  Smith. 
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ston, Is.  6d.  net. 

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Exercises  in  Algebra  (including  Trigonometry).  By  Prof.  T.  Percy 
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76 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


MATHEMATICS. 

Readers  desiring  to  contribute  to  the  Mathematical 
columns  are  asked  to  observe  the  following  directions  very 
carefully : — 

(1)  To  write  on  one  side  only  of  the  paper. 

(2)  To  avoid  putting  more  than  one  piece  of  tvork  on  a 

single  sheet  of  paper. 

(3)  To  sign  each  separate  piece  of  work. 


17711.  (Professor  Neubekg.) — Si  o,  /3,  7  sont  les  racines  de 
I'equation  x^  + ax-  +  bx  + c  =  0,  trouver  I'equation  cubique  qui  a 
pour  racines  o(S— >)-,   8{y  —  a)-,  7(0  — /S)". 

Solutions  (I)  by  W.  F.  Beaed,  M.A.,  aiid  others ; 
(II)  6)/  P.  G.  W.  Brown,  B.Sg.,  L.C.P. 

(I)  Let  ji  =  n  (6—7)"  =  a{B  +  y)-  +  ic     (because  aBy  =  — c) 

=  a(a  +  rt)-  +  4c     (because   Sa  =  —a). 
Thus  a''  +  2ao"-  +  a-a  +  ic  —  y  =  0, 

also  a^  +  aa-  +  ba  +  c  =  0; 

therefore,  by  subtraction,  rta-+  {a-  —  b)a  +  3c  —  y  =  0 (i) ; 

therefore  aa}'■^  {a-  —  b)  a-+  {3c  — y)  a  =  0, 

also  aa?  +  a-d-  +  aba  +  ac  =  0  ; 

therefore  ba-+ {y  +  nb~3c)  a  +  ac  =  0 (ii) ; 

eliminating  a  from  (i)  and  (ii), 
[ac{a^-b)+{y-3c)\y  +  ab-3c)][ay-3ac  +  b']  =  (Sbc-by-a-c)'-, 
[(y-3cy-  +  ab(y-3c)+ac{a--b)]la{ii-3c)  +  b^] 

=  b-{y-3c)''  +  2a-bc{y-3c)  +  aV, 
a  (j/— 3c)-'  +  a-b  {y  —  3cY- -<- a  (y  —  3c)  {d-'c  —  abc  +  i'  —  2abc) 

+  a'b^c— alr'c  —  a'c-  =  0, 
(y  —  3c)^  +  ab(y  —  3cy-i-(a'c  +  b^  —  3abc){y—3c)  +  a-b-c—b?c  —  aV  =  0, 
which  is  the  required  equation. 

(II)  Since  o,  S,  7  are  the  roots  of  ar' +  ax- +  61  +  c  =  0, 
then      a  +  ;8  +  7  =  — a,    aB  +  0y  +  ya  =  b,    and    aBy  =  —c. 
Prom  these  the  following  results  may  easily  be  established  : 

So'  =  a'-lb,     Sd-B-  =  b--2ac,     2o^  =-a'  +  3ab-3c, 

and  Sa^e^'  =  b^  -3abc  +  3c^. 

Now  let  the  required  equation  be   .t'  — Ai-  +  Ba;  — C  =  0,    then 

A  =  2o(B-7)-  =  S[a(B'  +  y-)]-GaBy  =  2ci.SaB~^aBy  =  -ab  +  9c, 

B  =  2  [aB{B-y)-{y-a)-']  =  2  [aB  (By  -  aB  -  y"  +  ay)-] 

=  2[a3(6-7=-2a/3)2] 

=  b-2aB  +  aBySa^  +  i^a'B'-'ibaBy  .^a  —  ib  .-^a-B-  +  12a^B-y^ 

=  63  +  o%-9a6c  +  27c-. 

C  =  a67(i3-7)-(7-o)=^(a-;8--)  ^  aBy  2[a{ff^-y-)Y 

=  a8y[%a^  (;3'--7'-)"- +  22afl  (S--7'-)(7--a^)] 

=  067  [2a=  (/3<  +  7<)  -  6a-5V  +  22ae  [B  +  y}{y  +  a)(  g  -7)17-  o)] 

=  087  [2a-.  2a-/3- - 9o=|8V  +  22a/3  {b  +  y^){b-y-- 2/3a)] 

=  -c[(a--26)(62_2rtc)-9c-  +  26-2ae-2o/37.2a' 

-ib.Sd'B--l'ia-B'Y 
=  —  a-¥c  -H  iaV-  +  46-''c—  ISafcc^  +  27c'. 

Hence  the  equation  is 

z'  -H  (a6  — 9c)  .T-  -f  {W  +  a^c  — 9a6c  +  27c-)  x 

+  c(a262_4a%-46'  +  18aic-27c=)  =  0. 


17539.  (W.  F.  Beaed,  M.A.)  — ABC  is  a  triangle;  D,  E,  P, 
D',  E',  F'  divide  BC,  CA,  AB  isotomically.  Prove,  geometrically, 
that  the  triangles  DEF,  D'E'F'  are  equal  in  area. 

[Mr.  R.  F.  Davis,  M.A.,  and  Mr.  Henry  Riddell,  M.E.,  sug- 
gested the  above  more  general  form  of  Question  17539  to  the 
Proposer. — Ed.] 

Solutions  (I)  by  Heney  Riddell,  M.E.  ;  (II)  by  the  Proposee. 

(I)  Produce  EP  and  E'P'  to  meet  BC.  Then,  by  theory  of  trans- 
versals, GC  =  G'B  (a  well  known  theorem).  (A  means  area.) 
Therefore  GC/GD  =  G'B/G'D'. 

But  aFEC/^FED  =  GC/GD,   ...  ; 


therefore  aPEC/aFED  =  aP'E'B/aP'E'D', 

A 


But 

therefore 


aPEG  =  aPAE'  =  aP'E'B  ; 
APED  =  aP'E'D'. 


(II)  Let  EP  meet  AD,  BC  at  M,  X,  and  let  AD'  meet  E'P',  BC 
at  M',  X'.     Then  it  is  simple  to  prove  CX  =  BX', 

aDEP/aAEP  =  DM/AM  =  DX/CX.CE/AE 

(because  MEX  cuts  the  sides  of  ADC), 
aAEF/aAE'F'  =  (AE.AP)/(AE'.AP'), 
aAE'F'/aD'E'F'  =  AM'/D'M'  =  BX'/D'X'.AP'/BP' 

(because  M'P'X'  cuts  the  sides  of  ABD'). 


Thus  aDEF/aD'E'P'  =  DX/CX.CE/AE'. AP/BP'.BX'/D'X'  =  1 

(because  DX  =  D'X',  CX  =  BX',  CE  =  AE',  AP  =  BP') ; 
therefore  aDEP  =  aD'E'P'. 


17036  &  17092.  (Professor  Sanjana,  M.A.)— (17036)  (1)  L,,M,, 
N,  are  any  points  in  the  sides  BC,  CA,  AB  of  a  triangle,  and  L-j, 
M,;,  N;  are  their  respective  isotomic  conjugates  with  regard  to  those 
sides  ;  prove  that  the  triangles  LiMjN],  LoMjN.,  are  equal  in  area. 
If  the  former  set  be  eollinear,  so  will  the  latter  be.  (2)  AX,  BY, 
CZ  are  any  straight  lines  drawn  through  A,  B,  C,  and  AX',  BY', 
CZ'  are  their  respective  isogonal  conjugates  with  regard  to  the 
angles  BAG,  CBA,  ACB  :  prove  that  the  triangles  formed  by  the 
two  sets  of  lines  are  equal.  If  the  former  set  be  concurrent,  so  will 
the  latter  be. 

(17092)  AD,  BE,  CP,  are  the  perpendiculars  of  a  triangle,  and 
H,  K,  L  are  their  respective  mid-poinls.  (1)  Prove  that  the  area 
of  the  triangle  HKL  is  one-fourth  that  of  DEF.  (2)  If  HK,  KL, 
LH  m.ake  with  AB,  BC,  CA,  angles  8,  <i>,  if,  respectively,  in  the 
same  sense,  show  that 

(cos=  A  -f  cos-  B)  tan  0  +  (cos-  B  +  cos"  C)  tan  <p 

+  (cos^  C  -I-  cos^  A)  tan  ij,  =  0. 

17539.  (W.  P.  Be.ard,  M.A.)— (New  form.)  ABC  is  a  triangle  ; 
D,  E,  F,  D',  E',  P'  divide  BC,  CA,  AB  isotomically.  Prove,  geo- 
metrically, that  the  triangles  DEP,  D'E'F'  are  equal  in  area. 

Solution  by  C.  E.  Y'oungman,  M.A. 

Let  I  :  r ,  in  :  m' ,  n  :  n' ,  be  the  ratios  in  which  L,M,N,  divide 
BC,  CA,  AB  ;  with  (l  +  l'),  (m  +  m'),  {n  +  n')  each  equal  to  1.     Then, 
if  ABC  has  unit  area,  we  find  AMjN,  =  m'n,  and  so  on  ;   therefore 
L,M|Ni  =  l  —  m'n—7i'l  —  rm  =  1  —  l  —  m  —  n  +  mn  +  nl  +  lm 
=  I'm'n'  +  Imn  =  LjMoNj. 

[The  second  part  of  Question  17036  is  not  generally  true  ;  for  in- 
stance, if  for  AX  and  BY  we  put  AB  and  BC,  then  CZ  and  CZ'  will 
not  fit  in  anywhere  unless  ABC  is  isosceles  (CA  =  CB).  General 
formulas  for  the  area  included  by  AX,  BY,  CZ  are  given  in  Ques- 
tions 15080,  15368,  Reprint,  Vol.  vii,  and  in  Question  17129, 
Vol.  XXI ;  in  which  last,  however,  the  denominator  needs  correction 
by  help  of  the  Solution.] 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


11 


In  Question  17092,  DEP  takes 
the  place  of  L,M,N,,  and  HKL 
is  a  quarter  of  it,  because  its 
sides  are  half  those  of  L.,M;N.,. 
Secondly,  the  projection  of  AB 
on  EF,  viz.,  MN,  isccosC,  N 
which  =  DE  ;  also 

KN  =  KE, 
and  I  KNE  =  L  KEN  =  L  KED  ; 
therefore  KM  =  KD.     Similarly, 
LM  =  LD  ;    thus  KL   is  perpen- 
dicular to  DM,  and  ADM  =  <f).     But  DAM  =  B~C  ;  therefore 

sin  <()  :  sin  ((p  +  B  ~  C)  =  AM  :  AD  =  AE  :  AB  =  cos  A  ; 
therefore  tan  .p  [1  +  cos  (B  ~  C)  cos  (B  +  C)]  =  sin  (B  ~  C)  cos  (B  +  C)  ; 
therefore        tan  (p  (cos=  B  +  cos^  C)  =  5  (sin  2B  ~  sin  2C) ; 
hence  the  equation  in  the  Question. 


17224.     (Professor  E.  J.  Nanson.)— If 

aofc„  +  a,6„_i  +  ...  +a„fco  =  0, 
except  when  n  =  0,  and  A,  B  denote  the  per-symmetrio  determin- 
ants of  orders  51  +  1,  n  whose  elements  are 

Ofl,  «!,  ao,    ...,   «2m  ;        &2)   ^3»   ^4>    •••)   b-lt, 

respectively,  then  A5[,'  =  (  — l)"B(i"*'. 

Solution  by  C.  M.  Ross,  M.A. 


Oo    «v       a. 


a,,  - 1      a„ 
a„         a„+i 

0.1  +  1         rt.i*2 


a„    a.n-i   1m+2  ...     a2,i-i     0,2,1 
Operating  on  the  columns  thus 

col,  X  6,.  +  C0I2X  6,._i  +  ...  +  col„,i  X  b„ 
we  have 


A6a 


a,    a.,       a-j 
flo    a,       a. 


0 

-ttiibntl 

-  (aob„  1 2  +  a^b,,  ^  1 


a„   a„^i   a„^-2  ■■■  O'jn-i    —{"ob;,,-*- aib:„.i  + ...  +  a„-\b„-^] 
Again  operating  on  the  columns,  thus 

col,  X  6„  - 1  +  C0I2  X  6„  _  2  +  . . .  +  col,,  X  6,1, 


we  ha 
A6,=  = 


rt„ 

"1 

a.. 

0 

0, 

flo 

a-i 

-a„b„ 

a.2 

"3 

"4 

-{at,b„^i  +  aib„) 

a„ 

a„. 

rt„fj 

..     — (OoisB-l +...  +(!,.- 1611) 

0 

—a.obn*\ 
-(«(,6„,2  +  «ii,.  +  i) 

—  (doftj.,,  +  . . .  +a„.i6„+,) 
Proceeding  in  a  similar  way  we  finally  operate  on  the  columns 
col|  X  6,  +  colo  X  6,1, 


and  then 


A6;;  = 


a. 


0 

-a„6o 


n,.  ~(a„b„  ,1  +  ...  +a„.i62) 


=  (-i)'V 


0,163  +  "lb.. 


0 
—  aflft.i 

—  (Oiifeun  -1  +  ...  +«,. -l6„ 
0 
-0(,b„  +  t 

—  (fflo^-'ii  +  . . .  +  o„  - 1 6„  ♦  1 ) 

63 
01,64  +  0163 


0,16..  .1  +  ...  +  0„-lfe;       0„6„  ,0  +  ...  +0„_l6:|    ... 

a,A.  ♦2  +  o,6„,, 
o„i.j„  +  ...  +o„^ii„.  1 


Multiply  row,  by  o,,  and  subtracting  it  from  rowj,  we  have 
A6;;=  (-l)"o„3|  62  6s 

I  63  64 

I    0,|t|,.,|  +  ...  +  «„_,62      0||6„»2+  ... +0„-l63       ... 

6,.,i 
6„vi 

O062H  +  ...  +  o„  ^  ,6,,  - 
Proceeding  in  a  similar  manner,  we  finally  operate  on  the  row 
thus  row,  X  o„  - 1  +  rowj  x  o„  _  2  +   ■  ■  +  row,,  - 1 X  a, , 

and  subtracting  this  sum  from  the  7i-th  row,  we  have 


A6;'  = 

(-iW*' 

62     63 

..   6„. 

63         6,       . 

..  6,,+ 

6,.  +  i     6„,2 

..  -62,, 

A6;'  =  ( 

-l)"Bar'. 

Note  by  Professor  R.  W.  Genese,  M.A. 

The  following  simple  property  of  a  parabola  may  possibly  bare 
practical  applications  : — 

P,  Q,  R  are  three  points 
of  a  parabola  ;  PQ  meets 
the  diameter  through  R  in 
W,  and  PR  meets  the  dia- 
meter through  Q  in  V ; 
then  VW  is  fixed  in  direc- 
tion, viz.,  it  is  parallel  to 
the  tangent  at  P.  This 
theorem  was  obtained  as 
an  exercise  on  Pascal's 
theorem,  but  is  most 
easily  verified  analytically. 
The  eqviation  to  the  curve 


-.px. 


referred  to  diameter  through  P  and  tangent  at  P  being  y- 
and  the  co-ordinates  of  Q,  R  (x,,  1/,),  (x;,  y.),  the  equation  to  PQ  is 
y/x  =  yijx,  =  p/yj.  This  meets  y  =  y.,,  where  x  =  y^^yilp.  By 
symmetry,  x  of  W  =  a*  of  V ;  therefore  VW  is  parallel  to  the  axis 
of  y. 

Taking  the  parabola  with  vertical  axis  as  an  approximatioi^  to  the 
path  of  a  projectile,  we  see  that,  knowing  the  direction  of  projec- 
tion from  P,  and  one  other  position  of  the  shot  R,  we  can  find 
where  the  shot  meets  any  other  line  PV,  In  the  figure  the  hori- 
zontal range  PH  is  determined. 

Clearly  also  if  we  know  H,  the  slope 'at  H,  and  one  point  R  we 
can,  reversing  the  motion,  find  HP,  the  enemy's  range. 


QUESTIONS  FOR  SOLUTION. 

17928.  (S.KBisHNASWAMiAiy.4HC..\K.)— Rays  are  incident  parallel 
to  the  axis  of  y  on  the  reflecting  parabola  y-  =  iax.  Show  that 
the  caustic  after  reflection  is  27ay-  =  x{x  —  9a)-. 

17929.  (T.  MuiK,  EL.D.)— If  each  of  two  general  determinants 
be  multiplied  row-wise  by  one  and  the  same  orthogonant,  and  the 
first  product  thus  obtained  be  multiplied  row-wise  by  the  second, 
the  resulting  determinant  is  equal  to  the  product  of  the  two 
original  determiniints. 

17930.  (C.  M.  Ross,  M.A.)— Prove  that 
1  cos  a, 

COSn,  1 

cos  (a,  +  o.j)  cos  Oo 


cos  (o,  +  On  +  ...  +  a„)      COS  (a.j  +  03  +  ...  +  o„) 
COS  (o,  +  02) 


COS  02 

1 


COS  (o,  +  a;  +  . . .  +  a,.) 
COS  (ao  +  03  +  . . .  +  an) 
COS  (03  +  04  +  ...  +  o„) 


C0s(a3  + a.,  +  ... +a„)      ...  1 

where  the  determinant  is  of  the  (»  +  l)-th  order  (?i  even). 
17931.     (Prof.  K.  J.  Sasj.ajja,  M.A.)— Solve 
(a'  + x'^{y—d"y/dx'^)  =  b. 


=  0, 


78 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


17932.  (Prof.  E.  J.  Nanson.) — Having  given  an  array  (a,,,)  with 
ni  rows  and  n  columns,  show  that,  in  order  to  find  a  determinant  of 
the  array  of  order  k  which  does  not  vanish  whilst  all  the  determi- 
nants of  order  A:  + 1,  if  an}',  do  vanish,  it  is  sufficient  to  examine  at 
most  gW  (n  — l)(3Hi  — )j  — 1)  determinants,  in  not  being  less  than  n. 

17933.  (E.  R.  Hamilton.) — Show  that,  in  an  ellipsoid, 

|7jj(i-  +  2/  +  -')dS  =  i((i+6  +  c)V, 

V  being  the  volume,  the  integral  being  taken  over  the  whole  sur- 
face.    The  letters  have  their  usual  meaning. 

17934.  (B.  HowARTH.) — Given  that  D  is  prime,  that  1/D  has  a 
period  of  p  figures,  and  that  n  is  a  multiple  oi  p,  prove  that  D-  is 
not  a  factor  of 

lO'D-i  "-HlO"--  »  +  lQi>--'."+   ..  ->  10-"  +  10"  +  l. 
Is  it  true  that  D-  is  not  a  factor  of 

10"-'  "-^10r'-■•!l'..n0'I'  'i "-(-...+ 10-" -t- 10" -H, 
when  D  is  not  prime,  providing  1/D  gives  rise  to  a  pure  circulating 
decimal  with  a  period  otp  figures  ? 

17935.  (Prof.  K.'j.  Sanjana,  M.A.)— The  inclination  of  each  of 
two  planes  to  a  fixed  plane  being  known  as  also  the  angle  between 
their  lines  of  section  by  that  plane,  find  the  dihedral  angle  between 
the  planes  and  the  inclination  of  their  lino  of  section  to  the  fixed 
plane. 

17936.  (Prof.  J.  E.  A.  Stegoall,  M.A.)— Find  the  conditions 
that  the  two  quadrics 

(a,  6,  c, /,  g,  h'^x,  y,  z)-  =  0, 
(a',  b',  c',  /,  3',  W'^x,  y,  z)-  =  0, 
shall  be  coaxal . 

17937.  (T.  P.  Trivedi,  M.A.,  LL.B.)— Prove  that  the  intrinsic 
equation  of  the  cissoid  y"  {ia  —  x)  =  x^  is 

s  =  2a  [cot-  J\//  +  tan*  |ij> 

+  v'l  log  [(cot*  |i|.  -I-  tan'  i)(,-  v/3)/(cot-*  i<i,  +  tan*  14,  +  ^/3)] . 

17938.  (V.  Daniel,  B.Sc.)— With  the  usual  notation  for  the 
triangle,  the  locus  of  the  intersections  of  corresponding  circles 
having  BG  and  EF  respectively  as  chords  is  one  of  three  cubic 
curves,  at  every  point  of  which  a  zero-tending  vector  in  the  plane 
of  the  triangle  subtends  vanishingly  equal  angles  at  the  three  ver- 
tices.    Its  equation  referred  to  AB  and  AC  as  axes  of  x  and  ij  is 

{cx  +  by)  =  {.V-  +  y-  +  'ixy  co^  A)l3  —  2x/c  —  2ylb). 
Show  that,  if  (C>B),  (i)  the  asymptote  cuts  the  curve  again  in  the 
point  iA  which  are  concurrent  all  the  radical  axes  of  the  determining 
circles,  viz.,  [  — |6-c,'(c-  — 6-)',     [|6c-'(c^  — 6-)]. 

(ii)  The  curve  passes  through  A,  B,  C,  E,  F  ;  touches  at  A  the  anti- 
parallel  to  BC,  and  at  B  and  C  the  symmedians  through  those 
points.  (iii)  These  symmedians  meet  the  curve  again  in  points 
determined  by  the  equations 

2  (cot  ((>  -1-  tan  B)  =  l/(cot  B  -H  2  cot  C)  -  (cot  B  -f  2  cot  C) , 
2  (cot  ^'  -^  tan  C)  =  l/(cot  C  -i-  2  cot  B)  -  (cot  C  +  2  cot  B) , 
where  (f)  and  <p'  are  the  angles  made  by  the  radii   vectores  from  A 
with  AC  and  .AB  respectively,     (iv)  According  as 

sin  B  sin  C  ^  Ssin-|A, 

the  cubic  consists  of  one  infinite  branch  ;  or  has  a  node  on  the 
line  0  —  COS"'  (3  sin|A)  ;  or  breaks  up  into  a  closed  curve  through 
A,  E,  P,  together  with  an  infinite  branch  through  B,  C  ;  where  B  is 
the  deviation  from  the  perpendicular  through  A,  in  the  direction  of 
the  smaller  base  angle,  (v)  When  the  triangle  is  isoscele;,  plot  the 
cubic,  given  (1)  JA  =  tan^'A,  (2)  JA  =  sin'  i, 
and  show  that  in  (1)  K  and  G  are  maximum  and  minimum  points 
respectively,  in  (ii)  I  is  a  node  where  the  tangents  cross  the  axis  of 
symmetry  at  ±45°,  and  the  two  radii  of  curvature  are  ^a  and  3a/4. 

17939.  (Maurice  A.  Gibleit,  B.Sc.Lond.)  —  The  tangents 
drawn  from  a  point  Z,  on  the  directrix  of  an  ellipse,  meet  the 
auxiliary  circle  in  points  P,  P',  Q,  Q'  (points  P,  Q  being  those  near 
to  Z).  If  C  is  the  centre,  and  S  the  focus  corresponding  to  the 
directrix  on  which  Z  lies ;  then  the  centre-locus  of  the  system  of 
conies  through  the  points  P',  Q',  Z,  S  is  the  circle  PQO. 

17940.  (W.  N.  B.uley.) — Limacjons  with  a  common  pole  are 
drawn  to  touch  two  fixed  circles  through  the  pole.  Show  that  their 
directrices  form  a  coaxal  system. 

17941.  (Prof.  J.  C.  Swaminar.iyan,  M.A.)  —  Show  that  the 
squares  of  the  semi-axes  of  the  conic  {u,v,to,  u',  v',  w'J  a,  P,  7) 


are  the  roots  of  the  quadratic  equation 


W 
d-b'-c 


-  a:--t-DD,x'(H  -h  i:+  w—2u'  cosA  — 2i''  cosB-2tu'  cos  C) 

-4a-'D2  : 


where       D  =    n,     w' ,     v'       and     D,  =    «,     «■',     v\  a 

w',    V,      u                               II'',    f,      u\  b 

v',    u' ,     IV                            I'',     W,    II-,  c 

a,      b,      c,  0 

and  A  denotes  the  area  of  the  triangle  of  reference. 

17942.  (Prof.  E.  J.  Nanson.)  —  Two  triangles  PQB,  P'Q'R' 
are  polar  to  a  conic  S,  and  five  of  the  vertices  lie  on  a  conic  S'. 
Show  that  the  locus  of  the  sixth  vertex  is  a  conic  S",  and  find  the 
condition  that  S"  may  coincide  with  S'. 

17943.  (N.  Sankara  Aiyar,  M.A.)— P  is  a  point  on  a  hyperbola. 
If  lines  be  drawn  through  P  cutting  two  given  straight  lines  parallel 
to  the  asymptotes  in  Q  and  R,  show  that  the  envelope  of  QB  is  a 
conic  which  becomes  a  parabola  if  the  given  hyperbola  is  rect- 
angular. 

17944.  (W.  F.  Beard,  M.A.)— Two  rectangular  hyperbolas  are 
circumscribed  about  a  triangle  so  as  to  cut  the  circum-circle  at 
opposite  ends  of  a  diameter.  Prove  that  the  axes  of  each  hyperbola 
are  parallel  to  the  asymptotes  of  the  other. 

17945.  (C.  E.  YouNGMAN,  M.A.)— F  and  S  are  points  moving 
round  the  same  circle  in  opposite  directions,  P  twice  as  fast  as  S  ; 
and  a  parabola  has  focus  P  and  directrix  the  tangent  at  S;  prove 
that  its  envelope  is  the  same  as  that  of  FS.  And  if  F  and  S  move 
in  the  same  direction  round  their  circle,  the  envelope  becomes  the 
inverse  (for  that  circle)  of  the  envelope  of  PS. 

17946.  (A.  :M.  Nesbitt,  M.A.)— If  S  be  the  area  of  a  plane  tri- 
angle, R  its  circum-radius,  the  square  on  the  distance  of  any  point 
P  from  the  circum-centre  of  S  is  R-  (1-4S7S),  where  S'  is  the  area 
of  the  triangle  whose  vertices  are  the  feet  of  the  perpendiculars 
from  P  to  the  sides  of  S. 

17947.  (A.  A.  Keishnaswami  .Aiyangar,  B.A.)— ABC  is  a  tri- 
angle, I  the  in-centre,  S  the  circum-centre,  and  0  the  orthocentre. 
Prove  that  the  circle  through  the  feet  of  the  perpendiculars  from  C 
on  SI,  01,  and  the  mid-point  of  CI  passes  through  the  in-centre  and 
the  iu-Peuerbach  point. 

17948.  (R.  P.  Davis,  M.A.)— ABC  is  a  triangle  whose  ortho- 
centre  is  H.  Through  H  antiparallels  EHF',  PHD',  DHE'  are 
drawn  to  BC,  CA,  AB  respectively,  so  that  (E',F)  lie  on  BC,  (P',D) 
on  CA,  (D',  E)  on  AB.  Prove  that  DD',  EE',  PF'  cointersect  on 
the  circumcircle  and  that  H  is  equidistant  from  them. 

17949.  (W.  P.  Beard,  M.A.) — P  is  any  point  on  the  polar  circle 
of  a  triangle  ABC  ;  PA,  PB,  PC  meet  the  polar  circle  at  QRS. 
Prove  that  RAS,  SBQ,  QCR  are  straight  lines. 


NOTICE    TO    CORRESPONDENTS. 
It  is  requested  that  all  Mathematical  communications  should  be 
addressed  to  the  Mathematical  Editor, 

Miss  Constance  I.  Marks,  B.A.,  10  Matheson  Road,  West 
Kensington,  W. 


THE  LONDON  MATHEMATICAL  SOCIETY. 

Thursday,  January  14,  1915. — Prof.  Sir  Joseph  Larmor,  M.P., 
P.R.S.,  President,  in  the  Chair. 

Dr.  Bromwich  as  Secretary  reported  that  at  the  date  of  the 
Annual  General  Meeting  (November,  1914)  the  number  of  members 
of  the  Society  was  305. 

Prof.  H.  M.  Macdonald  read  a  paper,  ".A  Class  of  Diffraction 
Problems." 

Mr.  H.  E.  J.  Curzon  read  a  paper,  "On  Halphen's  Tranforma- 
tion." 

Dr.  Bromwich,  as  Secretary,  conxmunicated  an  abstract  of  a 
paper  by  Dr.  A.  Young,  "  A  Christmas  Problem  in  Probabilities." 

A  paper  by  Mr.  W.  E.  H.  Berwick,  "The  Condition  that  a 
Quintic  Equation  should  be  Soluble  by  Radicals,"  was  communi- 
cated, by  title,  from  the  Chair. 

Prof.  Love,  P.R.S.,  Vice-President,  having  taken  the  Chair,  Sir 
Joseph  Larmor  made  an  informal  communication  on  the  astro- 
nomical evidence  that  the  earth's  angular  velocity  of  rotation  is  not 
absolutely  constant ;  and  pointed  out  some  possible  dynamical 
reasons  for  this  phenomenon. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


79 


350    MEDALS    &     PRIZES  i  I 

STUDENT'S     ELEMENTARY 

BOOKKEEPING 

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G6  West  Parade,  Huddersfield 

who  will  forward  copy  Index  and  Specimen  Pages  on  receipt  of 
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100    Exercises.      350    Questions. 

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stage  of  his  work.  Examination  Papers  of  the  Society  of 
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London ;  SIMPKIN,  MARSHALL.  HAMILTON,  KENT  &  Co.,  Ltd. 


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By    ARTHUR     FIELDHOUSE,    Accountant, 
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Small-priced  books  may  be  had  on  the  subject,  but  as  they  do  not 
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KINDERGARTEN  AIDS.  By  one  of  the  foremost  authorities  on  Infant 
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THE  NEW  GEOGRAPHY.  Aids  by  a  leading  authority  on  the  new 
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SPARKS  FROM  A  LITERARY  ANYIL.  Books  to  read  and  books 
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Professor  Gardiner,  Ptihlic  Orator,  the  University  of  London 
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SO'  THE  EDUCATIONAL  TIMES.  [Feb.  1,  1915. 


Messrs.  BELL'S  NEW  BOOKS 

BELL'S  SCIENCE  SERIES  FOR  SCHOOLS  AND  COLLEGES. 

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FIRST  TWO  VOLUMES. 
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A  First  Course   in   PRACTICAL    CHEMISTRY   FOR   RURAL    SECONDARY    SCHOOLS. 

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A    SHILLING    ARITHMETIC.    By  W.  M.  Baker,  M.A.,  and  A.  A.  Bourne,  M.A.     Crown  8vo.     Is. 

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London :   G.   BELL  &  SONS,   Ltd.,  York  House,   Portug^al   St.,  Kingrsway,  W.C. 

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CLASS    LIST    SUPPLEMENT  ^' 

TO 

THE    EDUCATIONAL    TIM 


No.  646 


FEBRUARY    1,    1915 


MACMILLAN'S  BOOKS  SUITABLE  FOR  TH 

COLLEGE  OF  PRECEPTORS'  EXAMINATIONS,  MIDSUMMER  AND  CHRIST 

ENGLISH  LANGUAGE,  HISTORY,  &  GEOGRAPHY. 


Shakespeare's  Tempest.    K.  Deightox.    {Junior  and  Senior) 

Tampest.     H.  E.  Greene.     {Junior  attd  Senior)     ...     net 

Tempest.     Eversley  Edition.    With  Notes.     {Junior  and 

•Senior) - 

Ransom's     Short     Studies     of     Shakespeare's      Plots. 

Tempest.     {Junior  and  Senior)  sewed 

Shakespeare's  Julius  Caesar.    K.  Deighton.     {Junior  and 

Senior)     

~     '        ~  J.  C.  SCRIMGEOTJR.     {Junior  and  Senior) 

G.  W.  and  L.  G.  HuFFOKD.    {Junior  and 

net 

R.  M.  LoTETT.     {Junior  and  Senior)   net 
Eversley  Edition.    With  Notes.    {Junior 


{Senior) 


Julius  Caesar. 
Julius  Caesar. 

Senior)     

Julius  Caesar. 

Julius  Caesar. 

and  Senior) 

Chaucer's  Huu's-Priest's  Tale.    A.  W.  Pollaed. 

Prologue.    A.  W.  Pollard.     {Senior) 

Prologue,  The  Knlg-ht's  Tale,  The  Nonnes  Prestes 

Tale.    M.  H.  Liddell.     {Senior)        ...  ..  

Prologue,  The  Knight's  Tale,  The  Hun's-Priest's 

Tale.    A.  Ingraham.    {Senior)  net 

Bacon's  Essays.    F.  G.  Selbt.     {Senior)       

Sssays.    G.H.Clarke.    {Senior)  net 

Scott's  Lay  of  the  Last  Minstrel  and  The  Lady  of  the  Iiake. 

F.  T.  Palgrate.     (Junior)  

Lay  of  the  tast  Minstrel.    G.  H.  Stuart  and  E.  H. 

Elliot.    Cantos  I-III.     (Junior)         

Lay  of  the  Last  Minstrel.    R.H.Bowles.  {Junior)  net 

Dickens's  Tale  of  Two  Cities.     H.  G.  BuEHLERand  L.  Mason. 

(Junior) net 

Longfellow's  Song  of  Hiawatha.  H.  B.  Cotterill.  {Lower 
Forms  anil  Preliminary)     ..  

Song  of  Hiawatha.     E.  J.  Fleming.    (Lower  Forms  and 

Preiiminarti) net 

Uacaulay's  Lays  of  Ancient  Bome,  and  other  Poems.  Con- 
tains "  Horatius,"  '"Lake  Regillus."  and  "Armada."  W.  T. 
WEnB.     {Lower  Forms  and  Preliminary)      

Lays  of  Ancient  Bome,  and  other  Poems.    Contains 

"  Horatius,"  "Lake  Ileijillus,"  and  "Armada."    F.  T.  Baker. 
(Lower  Forms  and  Preliminary)  net 

Scott's  Ivanhoe.    With  Introduction  and  Notes.     (Preliminary) 

Ivauhoe.    Abrideed  Edition  for  Schools.    Is.  6d.    Also  Edited 

br  F.  .lOHSSON.     (Preliminary) 

Ivanhoe.    A.  M.  Hitchcock.     (Preliminary)  ..     net 

Q-wynn's  Masters  of  English  Literature  

Salntsbury's  First  Book  of  English  Literature         

Saintshury's  Short  History  of  English  Literature 
Kesfield's  Outline  of  English  Grammar.    {Preliminary  and 
Junior.)     (KEY,  2s.  6d.  net) 

Oral  Exercises  in  English  Composition.     {Prelim.)... 

Junior    Course     of    English    Composition.       {Pre- 

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Senior  Course  of  English  Composition.      (Senior.) 

(KEY,  Is.  net.) 

Manual   of  English    Grammar    and    Composition. 

(Senior.)     (KEY',  2s.  6d.  net.)      

Matriculation  English  Course.     (KEY,  3s.  6d.  net)     ,,. 

Aids   to   the   Study   and   Composition   of   English. 

(KEY,  4s.  6d.  net.)      

Bowe  and  Wehh's  Guide  to  the  Study  of  English 

Brooksbank's  Essay  and  Letter  Writing 

Beak's  Indexing  and  Precis  Writing        

KEY,  Is.  6d.  net. 

Hearnshaw's  Pirst  Book  of  English  History  

Buckley's  History  of  England  for  Beginners 

Green's  Short  History  of  the  English  People  

Green  and  Tait's  Analysis  of  English  History        

Thompson's  History  of  England       

Tout's  Short  Analysis  of  English  History      

Davies's  Geography  of  the  British  Isles,  with  numerous 

Practical  Exercises     

Also  in  Two  Parts :   Part  I,  England  and  Wales,  2s. ;   Part  II, 

Scotland  and  Ireland,  Is. 

HeaTPood's  Geography  of  Africa.    (Junior)        

Smith's  Geography  of  Europe.     (Juniors  

First  Book  of  Commercial  Geography 

Wallls's  Practical  Exercises  in  Geography. 

Course 

KEY,  3s.  6d.  net. 

Wallis's  Geography  of  the  World     3 

The  International  Geography.    Edited  by  H,  R.  Mill       net  12 
Or,  Preliminary  Section,  Principles  of  Geography,  Is.  6d. ;  Sec- 
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A  Two  Years' 


3    0 


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3    6 


2    6 


ARITHMETIC    AND    ALGEBRA. 

Hall  and  Stevens's  School  Arithmetic.  Complete,  with 
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10s.  6d.  Or  in  Two  Parts — Part  I,  with  Answers,  2s.  6d. ;  with- 
out Answers,  2s.  KEY,  4s.  6d.  Part  II,  with  Answers,  2s.  6d. ; 
without  Answers,  2s.    KEY,  6s. 

Palmer's  Arithmetic— chiefly  Examples.  With  or  without 
Answers 

Sidney  Jones's  Modern  Arithmetic,  with  Graphic  and 
Practical  Exercises.  Parts  I  and  II.  With  or  without 
Answers,  2s.  6d.  each.    Complete,  with  or  without  Answers 

Loney  and  Grenville's  Shilling  Arithmetic.  Is.  With 
Answers 

Lock  and  Turnbull's  Arithmetic  for  Schools 

Also  Part  I,  with  Answers,  2s.  :  Part  II,  with  Answers,  3s. 

Hall  and  Knight's  Elementary  Algebra  for  Schools. 
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3s.  6d.     With  Answers  

KEY',  8s.  bd.    Answers,  Is. 

Hall's  Easy  Graphs 

KEY,  3s.  6d. 

Introduction  to  Graphical  Algebra  

KEY,  3s.  6d. 

Hall's  School  Algebra.  With  or  without  Answers.  Part  1, 2s.  6d. 
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Is.  6d.  Parts  II  and  III,  2s.  6d.  KEY,  6s.  Complete  4s.  6d. 
KEY,  10s. 

Barnard  and  Child's  ITew  Algebra  for  Schools.  Parts  I, 
II.  and  III,  with  or  without  Answers,  2s.  6d.  KEY  to  Parts 
I-III,  6s.  6d.  Parts  I-IV,  4s.  Part  IV,  Is.  9d.  Vol.  II,  Parts 
IV,  V,  and  VI,  4s. 

FRENCH. 

Siepmauu  and  Pellissier's  Public  School  French  Primer 

KEY,  4s.  6rt.  net. 

Siepmann's  Primary  French  Course.  Comprising  a  First 
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and  an  Alphabetical  Vocabulary.  Part  I,  2s.  6d.  Word  and  Phrase 
Book,  6d.  KEY,  3s.  6d.  net.  Part  II,  2s.  6d.  Word  and  Phrase 
Book,6d.  KEY',  3s.  6d.net.  Part  III,  2s.  6d.  Word  and  Phrase 
Book.  6d.     KEY,  5s.  net. 

Siepmaun's  Primary  French  Course.  (Pirst  Term.)  Lessons 
in  Colloquial  French  based  on  the  Transcript  of  the  Association 
Phonetique,  with  a  Chapter  on  French  Sounds  and  their  Phonetic 
Symbols,  List  of  Words  fop  Practice  in  Pronunciation,  and  Com- 
plete Vocabularies       

LATIN   AND    GREEK. 

Caesar's  Gallic  War.    Book  VII.    With  Notes  and  Vocabulary  by 

J.  BoNDandA.S.  Walpole.  (Preliminary ,  Junior ,  and  Senior) 
TTirgll's  Aeneid.     Book  XII.     With  Notes  and  Vocabulary  by 

T.E.Page.     (Junior  and  ■'Senior)         

Cicero's  Be  Amlcitia.     With  Notes  and  Vocabulary  by  E.  S. 

SnucKBURGH.  (Senior)     

Euripides's  Iphigeneia  at  Aulis.  E.  B.  England.  (Senior) 
Xenophon's  Anabasis.   Book  III.  With  Notes  and  Vocabulary  by 

G.  H.  Nall.     (Junior  and  Senior)        

— —  Anabasis.      Books  I-IV.     W.  W.   Goodwin  and   J.    W. 

White.     (Junior  and  Senior)      

SCIENCE. 

Gregory  and  Hadley's  Class  Book  of  Physics        

liownds's  First  Book  of  Physics       

Perkin    and     Lean's     Introduction    to    Chemistry     and 

Physics.     Complete,  3s.  bd.    Or  in  Two  Vols each 

Whitton's  Pirst  Book  of  Experimental  Science.    Ari-anged 

from  "  Lessons  m  Seieiiee."  by  R.  A.  Gregory  and  A.  T.  Simmons 
Simmons  and  L.  M.  Jones's  Elementary  General  Science 

D.  £.  Jones's  Heat,  Light,  and  Sound     

Edser's  Heat  for  Advanced  Students       

Light  lor  Students  

Hadley's  Magnetism  and  Electricity  for  Beginners 
Thompson's    Elementary    Lessons    in    Electricity    and 

Magnetism 

1m.  M.  Jones's  Introductory  Chemistry  for  Intermediate 

Schools 

Whitton's  First  Book  of  Chemistry  

Donington's  Class  Book  of  Chemistry     

Also  Part  I.  ls.6d.   Parts  1  andll,2s.6d.   Parts  II  and  III,  2s.  6d. 

Practical  Exercises  in  Chemistry 

Parrish's  Chemistry  tor  Schools  of  Science 

Boscoe  and  Litnt's  Inorganic  Chemistry  for  Beginners 
Burlend's  First  Book  of  Zoology 

Wilmore's  First  Book  of  Geology     

Cathcart's  First  Book  of  Physiology  and  Hygiene 


1    0 


1    6 


1    6 
1     6 


1     6 
6    0 


1     6 
3    6 


4     6 
1     6 


2     0 


***  Complete  List  post  free  on  application. 

MACMILLAN    &    CO.,    Ltd.,    ST.    MARTIN'S    STREET,    LONDON,    W.C. 


82 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


Cambridg^e   University   Press 

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Shakespeare:    King  Henry  IV,  Part  II. 

Edited,  with  introduction,  brief  notes  and  glossary,  b)'  J.  H. 
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Caesar:    De  Bello  Civili,  Book  II.     with 

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Fcap  8vo.     2s  6d     Pitt  Press  Series. 

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M.a.     2s  6d 
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Edwards,  M.A.     With  vocabulary.     Is  6d 


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The  period  1485-1910  is  issued  separately,  2s 

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Caesar :     De    Bello    Gallico, 

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Edited,  with  vocabulary,  by  E. 
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Cicero  :  Pro  Lege  Manilla. 

M.A.     Is  6d 


Books    II    and    III. 

2s 

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S.  Shuckburgh,  Litt.D. 

Edited  by  J.  C.  NicoL, 


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ls6d 


Vergil :    Aeneid,   Book  IX. 

M.A.     Is  6d 
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An  Elementary  Latin  Grammar.      By  A.  Sloman, 
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A  First  Year  Latin  Book.    By  J.  Thompson,  M.a.    2s 

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Silva   Latina.      A  Latin  reading-book,  chosen  and  arranged 
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will  be  sent  post  free  on  application. 

Fetter  Lane,  London  :  CAMBRIDGE  UNIVERSITY  PRESS:  C.  F.  Clay,  Manager 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


83 


CLASS    LISTS 


OF  CANDIDATES  WHO  HAVE    PASSED   THE    CERTIFICATE   EXAMINATION 
OF  THE    COLLEGE    OF    PRECEPTORS.- CHRISTMAS,    1914. 

The   list  of  successful   candidates    at   the  Colonial   Centres  will    be    published    in    the    March 

number  of  "  The   Educational   Times." 


\_ThroiighoHt  the  following  Lists,  bracketing  of  names  implies  equality.'^ 


PRIZES. 


1.  BigKs,  Miss  I.  L. 

(Isbister  Prize.) 

2.  PywPll,  L. 

{Pinches  Prize.) 

3.  Thom,  E.  M. 

{Hodgson  Prize.) 

4.  [Not  awarded.] 

1.  Harrison,  P.  J.  H. 

2.  Biggs,  Miss  I.  L. 


1.  Pywell,  L. 

2.  Walker,  J.  H.  W. 


1.  Bartlett,  E.  J. 

2,  Livermore,  J.  E. 


1.  Puttick,  R.  J. 

2.  Coldrey,  R.  S. 


SENIOR. 
General  Proficiency. 

Crouch  End  High  School  &  College,  Hornsey. 
Shoreham  Grammar  School. 
Mercers'  School,  Holbora,  E.G. 

English  Subjects. 

Southport  College. 

Crouch  End  High  School  &  College,  Hornsey. 


Mathematics. 

Shoreham  Grammar  School. 
Shoreham  Grammar  School, 

Modern  Foreign  Languages. 

ToUington  School.  Muswell  Hill,  N. 
St.  Mary's  College,  Harlow. 

Classics. 

[Not  awarded.] 

Natural  Sciences. 

Tollington  School,  Muswell  Hill,  N. 
ToUington  School,  Muswell  Hill,  N. 


Taylor-Jones  Prize  for  Scripture  History. 

Biggs,  3Iiss  I.  L.  Crouch  End  High  School  A;  College,  Hornsey. 

"Eve  Silver  Medal"  for  Proficiency  in  Grerman. 

Soldan,  O.  Mercers'  School,  Holhorn,  E.G. 

JUNIOR. 


1.  Pool,  F.  E. 

2.  Fuller,  P.  M. 

3.  Byrne,  I.  C. 

4.  Fowler,  M.  G. 


Pool,  F.  E. 


1.  Carter,  D.  R. 

2.  Hancock,  Miss  T.  J.  B. 
,  f  Craig,  E.  H. 

"•  t  Le  Ruez,  S.  P. 


General  Proficiency. 

Newquay  College,  Cornwall. 
Shoreham  Gi-ammar  School. 
Tollington  School,  Muswell  Hill,  N. 
Shoreham  Grammar  School. 

'  Soames  "  Prize  for  Scripture  History. 

Newquay  College,  Cornwall. 


PRELIMINARY. 
General  Proficiency. 

Newquay  College,  Cornwall. 

Rock  Hill  School,  Chulraleigh. 

St.  .John's  College,  Finsbnry  Pai'k,  N. 

Harleston  House  School,  St.  Lawrence,  Jersey. 


The  following   Is  a   list  of  the  Candidates   who  obtained   the    FIRST  and    SECOND    PLACES    in   each   Subject  on 
SENIOR    PAPERS.     (Only  those  who  obtained    Distinction  are  Included.) 

Scripture  History. 

1.  Biggs,  Miss  I.  L. 

2.  Bidgeway,  J.  A. 


Crouch  End  High  School  & 

College,  Hornse.v. 
Penketh  School. 


English  Language. 

1.  McKie,  D.  Private  tuition. 

2.  Biggs,  Miss  I.  L.  Crouch  End  High  School  & 

College,  Hornsey. 

English  History. 

1.  Levy,  Miss  L.  Private  tuition. 

2.  Garner,  Miss  A.  A.  F.  Rock  Hill  School,  Chulmleigh. 


1.    Mulliner,  F.  E. 


1.  Thom.  E.  M. 

2.  Biggs,  Miss  I.  L. 


1.  Pywell,  L. 

2.  Page,  J.  O. 


1.  Pywell,  L. 

2.  HcEie,  D. 


Geography. 

Private  tuition. 

Arithmetic. 

Mercers'  School, Holbnrn, E.G. 
Crouch  End  High  School  4 
College,  Hornsey. 

Algehra, 

Shoreham  Grammar  School. 
The  Palace  School,  Bewdley. 

Geometry. 

Shoreham  Grammar  School. 
Private  tuition. 


Mechanics. 
Walker,  J.  H.  W.         Shoreham  Grammar  School. 


1.    Pywell,  L. 

,  /Saunders.  P.  T. 

"'•l  Walker,  J.  H.W. 


Mensuration. 

Shoreham  Grammar  School. 
Shoreham  Grammar  School. 
Shoreham  Grammar  School. 


Aufholz,  Miss  A. 
Simon,  E.  J. 


French . 

Arundell    House,    Highbury 

New  Park.  N. 
Harleston  House  School,  St. 

I  awrence,  Jersey. 


1.  Hochbere,  Miss  E. 

2.  Soldan,  O. 


German. 

Private  tuition. 

Mercers' School, Holhorn, E.G. 


McKie,  D. 
Soldan,  O. 


1.    Pares,  N. 


1.    Puttick,  R.  J. 


Latin. 

Private  tuition. 
Mercers'School,Holborm,E.C. 

Hcbreiv. 

St.  John's  College,  Finsbnry 
Park,  N. 

Light  and  Heat. 

Tollington    School,    Muswell 
Hill,  N. 


Magnetism  and  Electricity. 

1.  Cartledge,  S. 

2.  Pywell,  L. 


Shoreham  Grammar  School. 
Shoreham  Grammar  School. 


1.  Coldrey,  E.  S. 

2.  Puttick,  E.  J. 


Chemistry. 

Tollington    School,    Muswell 

Hill,  N. 
Tollington    School,    Muswell 

Hill,  N. 


Whitehead.  F. 
Shuttleworth,  A.  C. 


Drawing. 

Private  tuition. 
Private  tuition. 

Music. 


1.  Garner.  Miss  A.  A.  F.  Rock  Hill  School,  Chulmleigh. 

2.  Laugston,  Miss  M.  R.  Rock  Hill  School,  Chulmleigh. 


1.    DuVal,  G.  L. 


Shorthand. 

The   Jersey  Modern    School, 
St.  Helier. 


Domestic  Economy. 

(Adams,  Miss  D.  E.  M.  Private  tuition. 
Clarke,  Miss  A.  M.        Private  tuition. 
Gieve,  Miss  O.  E.         Crouch  End  High  School  t 
College,  Hornsey. 
Phillips,  Miss  H.  Private  tuition. 

Smith,  Miss  I.  G.  V.    Private  tuition. 


84 


THE  EDUCATIONAL  TIMES. 


[Feb  1,  1915. 


CLASS     LIST 


BOYS. 


N.  B.— The  small  italic  letters  denote  that  the  Candidate  to  whose  name  tliey  arc  attached  was  distinguished  in  tlie  following  subjects  respectively :— 


a.    =  Arithmetic. 

(1u.  ^  Dutch. 

»'■■ 

=  Greek. 

via. 

=  Magnetism  &  Electricity. 

sc.  =  Elementary  Science 

al.  =  Algebra. 

r.      =  English. 

h. 

=  History. 

ms. 

=  Mensuration. 

sh.  ~  Shorthand. 

b.    =  Botany. 

/.      =  French. 

he. 

=  Hebrew. 

mn. 

=  Music. 

sp.  =  Spanish. 

;./,-.  =  Book-keeping. 

g.     =  Geography. 

i. 

=  Italian. 

V- 

=  Political  Econoiay. 

ta.  =  Tamil 

di.  =  Chemistry. 

(je.    —  German. 

IT. 

=  Irish. 

ph. 

~  Physiology. 

t.    =  Trigonometry. 

d.    =  Drawing. 

ijm.  =  Geology. 

I. 

=  Latin. 

pinjs 

=  Elementary  Physics. 

v.  =  Welsh. 

do.  =  Domestic  Economy. 

(/»!.  =  Geometry. 

It. 
VI. 

—  Light  and  Heat. 
=  Mechanics, 

s. 

=^  Scripture. 

z.    =  Zoology, 

The  signs  *  a«rf  t  prefixed  to  names  in  the  Junior  and  Preliviiimry  Lists  denote  that  the  Candidates  were  entered/or  the  Senior  and  Junior  Grades  respectively. 

In  the  addresse?,  Acad.  =  Academy,   C.  or  Coll.  =  College,    Coll.S.  =  Collegiate  School,   Comni.  =  Commercial,    Con  v.  =  Convent,   Eleni.  =  Elementary,    End.  =  Endowed, 
Found.  =  Foundation,    H.  =  House,      Hr.  =  Higher,      Inst.  =  institute.       Int.  =  International,       Inter.  =  Intermediate,       Poly.  =  Polytechnic,      Prep.  =  Preparatory, 

P.-T.  ^  Pupil-Teachers,  S.  =  School,   Sec.  =  Secondary,   Tech.  —  Technical,   Univ.  —  University. 


SENIOR. 

Honours  Division. 

McKie.D.  e.a.al.gm.f.l.ch.    Private  tuition 
Pywell,L.  a.al.gm.vis./,via, 

Shoreham  Gram.  S. 
Thoin,E.M.  e.a.f.sh. 

Mercers'  School,  Holborn,  E.G. 

Pattick,R.J.  It.ch. 

Tolllngton  S.,  Mnswell  Hill,  N. 
Coldrey.R.S.  r.h. 

Tollington  S.,  Muswell  Hill,  N. 

Walker,J  H.W.  m.ms.  Shoreham  Gram.  S. 

Page,J.O.  a.al.      The  Palace  S.,  Bewdley 

Bilton.B.B.  a.f. 

Mercers'  School,  Holborn,  E.C. 

CartIedge,S.  e.f.ma.      Shoreham  Gram.  S. 
Hawes.J.S.  /.I. 

Mercers'  School,  Holborn,  E.C. 

Soldan,0.  o.ge.l. 

Me'Cers'  School,  Holborn,  E.C. 

rChattey.G.W  ch, 

I  Tollington  8.,  Muswell  Hill,  N. 

I  Paros.N.  sM.ch. 

<  St.  John's  Coll.,  Finsbury  Park 

Nixon. L.R.  Mercera'School, Holborn, E.C. 

Beckwith.B  T.  s.   Mt.  Radford  S.,  Exeter 

('Bartlelt,E.J./. 

I  Tollington  S.,  Muswell  Hill,  N. 

I  Harris,R.  J.  f.l. 

^  Mercers'  School,  Holborn,  E.C. 


Jerrayn,K. 


Shoreham  Gram.  S. 


SENIOR, 
Pass  Division. 

(-Crowder,R.F. /. 

j  The  High  S.  for  Boys,  Croydon 

I  Forbes,J.A.  ch. 

I.  Tollington  S.,  Muswell  Hill,  N. 

Livermore,J.E.  al.f. 

St.  Mary's  Coll.,  Harlow 

Ridgeway,J.A  s.  Penketh  School 

■WalkerP.S.R.  Shoreham  Gram.  S. 

Bisg  od,G.C.  /.d.St.  Mary's  Coll  , Harlow 

MuIliner,F.B.  g.a.  Private  tuition 

Dodsworth.R.D.  ch. 

TolUi.gton  S.,  Muswell  Hill,  N. 

Shevlin.J.T.  a.al.  Private  tuition 

Berkeley.C.J.A. 

Mercers'  School,  Holborn,  E.C. 
/'Sautiders,P.T.  ms.  Shoreham  Gram.  8. 
»-TolIemache,D.H.         Shorehhm  Gram.  S. 

Miiios.B.J  O. 

Mercers'  School,  Holborn,  E.C. 

Palmer,H.G.  s.  Penketh  School 


j'Lohnieyer.E.N. 

j  Mercers'  School,  Holborn,  E.C. 

I  Southin,J.B.  Shoreham  Gram.  S. 

'-Wix,J.F.  Heathflelrt  H.,  Crouch  Hill 

Harrison, P..T.H.  e.         Southport  College 

Wilson,S.W  d. 

Mercers'  School,  Holborn,  E.C. 
Bodenham,R.J.W.  .i. 

The  Palace  S.,  Bewdley 
Zappert,T.H. 

Mercers'  School,  Holborn,  E.C. 
Renison,N.  Penketh  School 

rMoat,F.H.  Shoreham  Gram.  S. 

•- Yelf.R.H.  /.  Rossall  8  ,  Fleetwood 

f  Ball.F  L.  Wilmslow  College 

,  Morton, R.W. 

>-  Tollington  S.,  Muswell  Hill,  N. 

Tooraey,M,A. 

Tollington  S  ,  Muswell  Hill,  N. 
Sarre.P.V./. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Whiteley,.S.E. 

Gram.  S.,  Chorlton-cum-Hardy 

Wilson. E.F.  Acton  College 

Cafryn,H.R.  n. 

1  Mercers'  School,  Holborn,  E.C. 

I  Turner,A.R.  ch. 

'  Tollington  S.,  Muswell  Hill,  N. 

Johnston, G.B.     Grosvenor  Coll.,  Carlisle 
William.s,H.G 

Mercers'  School,  Holborn,  E.C. 

rDuVal,G  L  sh. 

I  The  Jersey  Modern  S.,  St.  Helier 

Hammer,N.W.  «. 
^  Mercers'  School,  Holborn,  E.C. 

rBarnes.B.  Acton  College 

!  Marshall, C.L.C. 

'^  Mercers'  School,  Holborn,  E.C. 

rLawman,G.J- .s.  Balham  G^au).  S. 

'  Reea.H  E.  Tollington  8.,  Muswell  Hill.N. 
Harrison, E.C.         Argyle  H.,  Sunderland 
f  Lindsey,K  H. 

i  Mercers'  School,  Holborn,  E.C. 

'-8ercombe,K.W.   St.  Mary's  Coll.,  Harlow 

rSauer.C.P.F. 

I  Tollington  S.,  Muswell  Hill,  N. 

I  Lewis, C.W.B./.  Private  tuition 

Palnier,H  G. /.  Sprinasioe  H.,  Gorey 

Wenninger,  W  C. 

1^  Wallingbrook  S.,  Chulmleigh 

Sutclitre,W.8. 

Tollington  S.,  Muswell  Hill,  N. 

Gould, J. R.  s.d- 

Wallingbrnok  .8.,  Cliulmleigh 
('Anderson, G.  Norwich  High  S.  for  Boys 
'-Paey,J.G.R. /.        Argyle  H.,  Sundertand 

Hirst, H. A  Mercers' School. Holborn, B.C. 

Yonng,H.G.  The  High  S.for  Boys.Croydon 

Le  Ma8Urieur,G. /.    Springsiile  H.,  Gorey 


Ashdown,O.W.  d. 

Wallingbrook  8.,  Chulmleigh 

Watson, L.K.  /.  Streatham  Modern  Coll. 
Wood.P  Tollington  8.,  Muswell  Hill,  N. 
Clift.A.W. 

The  Jersey  Modern  8.,  St.  Helier 
Davy,A.G.  Penketh  School 

Fleetwood, J.  Fulwood  Gram.  8.,  Preston 

Worth, V.A.  s.f. 

Merchant  Taylors  School,  E.C. 

rPage,H.S.D.      Norwich  High  8.  for  Boys 
'■Smith, B.C./  Springside  H.,  Gorey 

^Matthews.R.P. 

I  Tollington  S.,  Muswell  Hill,  N. 

Waterman,  J.  H. 
I  Wallingbrook  8.,  Chulmleigh 

'-Wheeler.L.C.D.  Shoreham  Gram.  8. 

Garton,S.J.  St.  John'sColl., Finsbury  Park 
fLaurens  8.  /. 

I  Harleaton  H.,  St  Lawrence,  Jersey 

*- Watson, E.  Private  tuition 

rHockley,H.W.     St.  Mary's  Coll.,  Hariow 
I  Walker, W.J. 

•^  Walker's  Training  Coll.,  Southsea 

CTaylor,J.E.M.  Private  tuition 

White,  W.J.  Highbury  Park  S.,  N. 

C Austin, T.C.  .<.  Margate  Comm.  8. 

'- Thornton, W.T.  Balham  Gram.S. 

Denning, W.E.F.  HoeGram.  8., Plymouth 
f  MeLellan,A.  Bailey  8.,  Durham 

WorlhingtMn,R.J.  Shoreham  G-am.  S. 
'  Fergusson,A.E./.  Berkhamsted  School 
'  March,  R  Q.  Shoreham  Gram.  8. 

Rivers.T.H.  a.    St.  Mary's  Coll.,  Hariow 

Steer,L.H.  Heme  Bay  College 

rBonyun.F.V. 

I  The  High  S.  for  Boys,  Croydon 

I  Cosway,R.  Penketh  School 

Hurst,J  Grosvenor  Coll.,  Carlisle 

l^Shuttleworth,A.C.  d.  Private  tuition 

London, H. E.G. 

Tollington  8.,  Muswell  Hill,  N. 

Anderson, A. C.J. 

Mercers'  School,  Holborn,  E.C. 
r  Booth, T.A.   St.John'sCoH.,FinsburyPark 

Horn.S  K.s.  St.John'sColl.,FinsburyPark 

Hake.C.W.    Richmond  HiUS.,  Richmond 

Adie.F.W.  The  Palace  S.,  Bewdley 

Davidso.  ,G.  Wallingbrook S., Chulmleigh 
I  Davies.G.E.  St.  Mary's  Coll.,  Harlow 
'■Fear, E.F.  Acton  College 

,.  Biider,A.8.H. 

The  Modern  S.,  Streatham  Common 
I  Panl,J.S.G.F.  Gram.  8.,  Ongar 

Scaiboiou;4h,J.       Argyle  H.,  Sunderland 

Pike, H.W.  s.  Margate  Comni.  S. 


('Dilwortb,R.F.  d.  Private  tuition 

'-Scammell.F.H.  St.  Mary's  Coll.,  Harlow 
Marshallsay,G.  R. 

High  S.  for  Boys,  Wareham 
Edwards.T.S.  Old  College S.,Carmarthen 
Bottrill,H.  A.  Fulwood  Gram.  S.,  Preston 
Mote,J.H.  St.  John's  Coll.,  Finsbury  Park 
Storer,G.P.  Pi-ivate  tuition 

Williams,R.T.  Private  tuition 

l'Dyer,K.  St.  Leonards  Coll.  S. 

Seed,A.C.  Grosvenor  C'lll.,  Carlisle 

'-Stephens.T.L.  The  Gram.  .S.,  Pencader 
Hodgson, J.  Fulwood  Gram.  8.,  Preston 
Buranasiri,S.  Private  tuition 

Robinson, E.    Fulwood  Gram.  S.,  Preston 


JUNIOR. 
Honours  Division. 

Pool,P.E.  s.c.a.ttl.ms.ll  ch. 

Newquay  Coll.,  Cornwall 
Fuller,F.M.  e.a.al.gm.hl- .ms.ge. 

Shoreham  Gram.  8. 
Byrne, I.e.  s.e.a.al  gm. 

ToUingto'n  S.,  Muswell  Hill,  N'. 
Fowler, M.G.  e.a.al.bk.ns.f.vtn. 

Shoreham  Gram.  S. 
Holbrook,G.L.  e.a.al.vui.via. 

Slioieham  Gram.  S.. 
Strachan,K.M.  e.al./.U. 

Tollington  S.,  Muswell  Hill,  N. 
Mackey,J.W.  e  h.al.iHa. 

Shoreham  Gram.  8. 

Bradley, G.  g.al. gm.lt. d 
I  Tollington  8.,  Muswell  Hill,  N. 

I  Cruden,S.S.  q.al.U.rh. 
l^  Tollington  S.,  Muswell  Hill,  N. 

Arnold, H.G.  e.al.gmf 

Norwich  High  8.  for  Boys 

CCaiger,G.H.  e.a.nl.f.dn.       Felsted  School 

I  Ivei'sen,H.M.  s  a. oI.gm.lt. 

L  Steyning  Gram.  3. 

Kennaby.G.L.  s.a.alH. 

Tollingtim  S.,  Muswell  Hill,  N. 
Grimsdale,A.  a.al.gm.U.d. 

Steyning  Gram.  8. 
Soar, J.  A.  s.a.al.f. 

Mercy's  School,  Holborn,  E.C. 
Tugham,N.C.  a  aij 

Tollington  8.,  Muswell  Hill,  N, 

Partridge,  W.H.  s.d. 
I  Tollington  8.,  Muswell  Hill,  N. 

I, Phillips,  R.A.  a.ai,       Shoreham  Gram.  S 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


85 


BOYS,  Junior,  Honours — Continued. 
rClark.G.W.  a.al. 

1  Mercers'  School,  Holbom,  B.C. 

i  Ho\vells,M.L*  a/. 

I  Mercers'  School,  Holbom,  E.G. 

South, W,b.  ol. 
Tollington  S.,  Muswell  Hill,  N. 

("Griffiths,  U. A.  -i.K  Private  tnition 

I  Powell,  B.B.  e.f. 

(^  Oxenford  H.,  St.  Lawrence,  Jersey 

Purse,R.B.W.  al.gmj.ma. 

Shoreham  Gram.  S. 
North.J.  a.td.bk.f. 

The  Academy,  Wakefield 
Tughan.V.C.  al. 

Tollington  S.,  Muswell  Hill,  N. 

Gatlin,M.  c.a.al.gm.f.ma.ch. 

Private  tuition 
Bragg,B.  e.«. 

Mercers'  School,  Holborn,  E.G. 

'Heiiraan.P,S.  e.al.ms.  Shoreham  Gram.  S. 
Hewitson, D.A.J.  .s'.rt.oZ. 

Norwich  High  S.  for  Boys 
.Ryding,W.  oX.f.  Private  tuition 

rHancock,M.B.  al, 

I  Mercers'  School,  Holborn,  E.G. 

j  Kemp,R.H.  e.Z(.7)/(y.^*.<i.  Palmer's  S., Grays 
l.Selby,P.  s.«.  Shoreham  Gram.  S. 

CAssenheim.P.  e.at.rjm.Ttm. 
I  Shoreham  Gram.  S. 

j  Bench, R.J.  al.itin.       Shoreham  Gram.  S. 
l,Strong,G.J.  al.    Newquay  Coll.,  Cornwall 

rBridges.F.B.  s.al.gm.f. 

Boys'  High  S.,  Sutton 
I  Glift,B.L.  ^.e.gm.d. 
L  The  Jersey  Modern  S.,  St.  Holier 

Weedon,R.G.  a!. 

Mercers'  School,  Holborn,  E.G. 

/'Carr,J.H.  al.       Grosvenor  Coll.,  Carlisle 
t^Murray,C.  al.ma.         Shoreham  Gram.  S. 

McIntyre,J.L.  s.ma.     Shoreham  Gram.  S. 

■Ashbery,R.W. 

Mercers'  School,  Holborn,  E.G. 
Faulks.J.M. 

Mercers'  School,  Holborn,  E.G. 
New,A.C  s.f. 

Mercers'  School,  Holborn,  B.C. 

Crichton,J.G.  al.via. 

St.  John's  Coll.,  Finsbury  Park 

rChambers.A.B.  nut.     Shoreham  Gram.  S. 

1  Daniels, P.F.  at.gm.d. 

L  Norwich  High  S.  for  Boys 

'Perrott.H.F.  alms. 

Bradley  HighS.forBoys, Newton  Abbot 
Simmon3,W.F.  It. 

Tollington  S.,  Muswell  Hill,  N. 

rHarrington,H.W.  vis. 

The  High  S.,  Brentwood 
I  Middleton,G.R.  c. 
L  Mercers'  School,  Holborn,  E.G. 

Swalwell,J.A.  al.         Shoreham  Gram.  S. 
Thorne,A.H.  s.e. 

Mercers' School,  Holborn,  E.G. 

'Franci3,J.H.  alj. 

The  Douglas  S.,  Cheltenham 
Syvret,A.C.  s.f. 

Oxenford  H.,  St.  Lawrence,  Jersey 

'Chapman, W.E.  a.al.ms. 

Richmond  Hill  S.,  Richmond 
Macquecn,J.M.  Cliftonville  Coll., Margate 
Starkey.G.  nl.         Cranbrook  Coll.,  Ilford 

Hatchard,D.R.H.  iiift. 

Bourne  Coll.,  Quinton 
('Critchley,A.  a.al.  Private  tuition 

Taylor.E.N.  al.f. 
L  The  Commercial  S.,  Bridlington 

Davis,R.T.    St.John'sColl.,FinsburyPark 

rFarquharson,J.L. /.  Private  tuition 

j  Lloyd,T.E.  s.a.      The  Paluce  S.,  Bewdley 
l^SalmoD,S.  phys.         St.  Leonards  Coll.  S. 

CBurton,H.M.  a.al.f.  Private  tuition 

LLong,A.D.  al.vts.  Shoreham  Gram.  S. 

Anthony.E.G.  al.f.    Northampton  School 

/■Duncan, P.  P. 

I  Tollington  S.,  Muswell  Hill,  N. 

j  Lewis,C.J.  al.f.  Private  tuition 

l.Lloyd,L.G.  Tollington  S.,Muswell  Hill,N. 

fKeay.J.R.  a.al.f.  Private  tuition 

McMichael,G.B.  al.f.  Private  tuition 

Paros,!.  id.bk. 
I  St.  John's  Coll.,  Finsbury  Park 

I  Richardson, G.  s.a.al. 
\,  Ascham  H.,  Harrofate 


rCopeland.W.H.  It. 

Tollington  S.,  Muswell  Hill,  N. 
Hawkridge,J.A.  e.al.f.  Private  tuition 
Pyue.G.J.  al.  Mt.  Radford  S.,  Exeter 

Rogers,J.A.L.  a.al.f. 

St.  Mary's  Coll.,  Harlow 
StaniIand,L.N. 

Tollington  S.,  Muswell  Hill,  N. 
.,Wood,N./.  Private  tuition 

Bear.,E.G.(i(.TollingtonS.,MuswellHill,N. 

Francis,E.M.  s.ma. 

St.  John's  Coll.,  Finsbury  Park 

Nethery,R.G.      Hoe  Gram.  8.,  Plymouth 

fBaker,F.J.  gra.  Shoreham  Gram.  S. 

I  MacFarlane,C.(t.  Grosvenor  Coll., Carlisle 
l.,Nuttall,\V.V.  s.ck.  Peuketh  School 

f  Armitage,F.H.    Newquay  Coll.,  Cornwall 
I  Bodenham,S.W.  ■nj.s. 

The  College,  'Weston-saper-Mare 
I  Felton,A.G.  al.gTn.}iis.        Private  tuition 

Macqueen,H.S.  It. 
I  Tollington  S. ,  Muswell  Hill,  N. 

L,Owen,R.J.  c.a.alj.    Newcastle  Modern  S. 

f  GreenIeaves,W.C.  a.al.f.     Private  tuition 
I  Lacey,B.R.  cU. 

I  Lancaster  Coil. ,  Vf.  Norwood 

LPierce.E.O.  al.  St.  Leonards  Coll.  S. 

Rowland.T.L.  a. 

Mercers'  School,  Holborn,  E.G. 

fCrossleyjO.L.  e.al.gm.f.      Private  tuition 

I  Bllicott.A.S. 

I  High  S.,  Falkland  Road,  Torquay 

I  Mitchell,  F.F.  m.s-. 

L  High  S.  for  Boys,  Warehara 

CBarnett.T.L. 

I  Tollington  S.,  Muswell  Hill,  N. 

I  Stal)ler,A.W.E.  al.f 

L  The  Grammar  S.,  Driffield 

CBradley.J.F.C.  Shoreham  Gram.  S. 

I  C«lver,C.J.  al. 

I  Tollington  S.,  Muswell  Hill,  N. 

I  3Iargarson,T.J.  f.d. 

i_  Norwich  High  S.  for  Boys 

('Cooper,W.H.  e.a.al.f.  Private  tuition 

I  Lloyd.J.M.  Balham  Gram.  S. 

i  Maver,E.A.  al. 

I  Fauntleroy,  St.  Leonards-ou-Sea 

l.,Reece,J.'W.  s.  Margate  Coram.  S 

r  Enoch, S.A.  .5. 

[  The  College,  "Weston-super-Mare 

I  Restall,G.M.  x.al.gm. 

I  Waterlooville  Coll.,  Cosham 

LWalker,F.  Wilmslow  College 


JUNIOR. 
Pass  Division. 

(-Moncriefr,R.W.  al. 

I  Fulwood  Gram.  S.,  Preston 

l,Page,R.O.  s.al.     The  Palace  S.,  Bewdley 

l'Cooper,G.B. 

Sir  Roger  Manwood's  S.,  Sandwich 
Lamming,H.R.  St.  Mary's  Coll.,  Harlow 
Symonds.H.F.  al. 

Mercers'  School,  Holborn,  E.G. 

fDauvers,E.J. 

i  Tollington  S.,  Muswell  Hill,  N. 

I  Jamison,  J. H.  al. 

I.,  Mercers'  School,  Holhorn,  E.G. 

fHarrison.R.  Argyle  H.,  Sunderland 

I  Hayton.J.  al.  Grosvenor  Coll.,  Carlisle 
LRoper,P.G.  Private  tuition 

rEllis.H.  c^.  Penketh  School 

[  Strachan,F.M.  al. 

'^  Mercers'  School,  Holbom,  E.G. 

CBransby.A.  Penketh  School 

I  Simon,E.J./. 

L  Harleston  H.,  St.  Lawrence,  Jersey 

Bland.S.E.       Heathfield  H.,  Crouch  Hill 

rHale,G.W.  The  Philological  S.,  Southsea 
I  Low,R.G.ai.  TollingtonS.,MuswellHill,N. 
I  Moore, H.W.H.  a.al.  Private  tuition 

I  MUller.C.W.A.  Private  tuition 

I  Staight.LC.  The  Douglas  S.,  Cheltenham 
I  Taylor,J.H.  e.g.a.  Private  tuition 

(^■Wilson, W.M.  Private  tuition 

CDunn,W.H.  Fitzroy  S. ,  Grouch  End 

I  Haley, "W.J.  al. 

I  Oxenford  H.,  St.  Lawrence,  Jersey 

I  Pinel,A.H./. 

I,  Harleston  H.,  St.  Lawrence,  Jersey 


fCarpenter,R.E.H.  Private  tuition 

I  Gerrans.G.N.  al.  Southend  Gram.  S. 

I  Janes.B.G.  Cliftonville  Coll.,  Margate 
I  Sutton, H.L.  al.  Private  tuition 

LWheeler,B. J.  Shoreham  Gram.  S. 

fGammon,A.K.  bk. 

I  The  Philological  S.,  Southsea 

I  Oates.A.T.  e.h.g.  Mill  Hill  School,  N.W. 
I  Tolland, H.  al.  Grosvenor  Coll.,  Carlisle 
I. Turner, A. W./.         Boys'  HighS.,  Sutton 

CAplin.C.C.  al. 

I  The  Modern  S,,  Streatham  Common 

j  Bonshor,C.L.  -s-.ai. 

Boys'  High  S.,  Swan  Hill,  Shewsbury 
Dixon, K.  al.  Private  tuition 

Gleadow  H.W.  Highfleld  S.,  Mu.swell  Hill 
Moore,B.H.  Private  Tuition 

Sandercock,K.L.  NewquayColl., Corn  wall 
Willis,A.E.  Carshalton  College 

(' Andrews, R.C.  ej.  Private  tuition 

I  Ball.R.D.  !7e.  Wilmslow  College 

Boughtwobd,F.C.  Cranbrook  Coll.,  Ilford 
I  Bberlin.F.H.M.  It.  Mill  Hill  School,  N.W. 
1  Grist,F.C.  fi.hk.  Margate  Comm.  S. 

I  Hines.C.T.  al.ch.d. 

Bit's  College,  North  Finchley 
I  Jackson, J.  Private  tuition 

I  Mitchell, D.S.  a.al.  Private  tuition 

(^Thomson, J.  al.    Grosvenor  Coll.,  Carlisle 

Dean,C.S.C.  King's  S.,  Bruton 

fGallimore,L.P..<./AshvilleColl.  .Harrogate 
I  Martin, L.W.  Margate  Gram.  S, 

I  Russell,A.C. 
l^  Mercers'  School,  Holborn,  B.C. 

CColeridge.R.B.  e. 

I    Southland's  Gram.  S.,  Littlestone-on  Sea 

I  Gooding,H.W. 

L  WellingbrookS.,  Chulmleigh 

f'Auburn,C.A. 

I  Tollington  S.,  Muswell  Hill,  N 

I  Corkill,N.L.  h.gm.ck.  Private  tuition 

I  Elin.J.E.  St.  Mary's  Coll.,  Harlow 

I  Marshall, R.M.  al.f.  Newcastle  Modern  S. 

I  Murray-Shirreft',B.G.  al.     Private  tuition 

I  Staveley.S.  Steyniug  Gram.  S, 

I  Stevenson, H.T. 

I..  St.  John's  Coll.,  Finsbury  Park 

rlnkster.A.G.  Boys'  High  S.,  Sutton 

I  Owen, E.G.  Cranbrook  Coll.,  Ilford 

LSharp,A.  ^.e.l.  Private  tuition 

f  Banks, C.F.  The  Palace  S.,  Bewdley 

I  Davies,B.  It.ch. 

\  Hulme  Gram.  S.,  Manchester 

I  Hill.V.F.B.         Hoe  Gram.  S.,  Plymouth 

I  King.C.C.  Gillingham  Gram.  S. 

I  Robertson, H.C.  /. 

I  Merchant  Taylors  School,  B.C. 

l^Switzer,B.  Margate  Comm.  R. 

CBisgood,R.J.        St.  Mary's  Coll.,  Harlow 
Green, J.  al.mu.  Private  tuition 

Hill.C.W.  Mt.  Radford  S.,  Exeter 

Humphris,l).W. 

Fairfield  Sec.  S.,  Montpelier,  Bristol 
Ivens,R.  K.  e.  Shorehani  Gram.  S. 

"Standish.C.  .s'.  Private  tuition 

,Wilson,J.W.    Fulwood  Gram.  S.,  Preston 

('Bavly,W.  Shebbear  College 

I  Cut.hbert.E.  al.  Highburv  Park  S.,  N. 

I  Kelly,W.G.P.  f.d.  Ascham  H.,  Harrogate 

I  Lambert.P.  al.  Private  tuition 

j  Medley, T.E.  al.  Bourne  Coll.,  Quinton 

Lwoolgar.L.  phyf<.  Steyning  Gram.  S 

f  Burrows,F.A.  /. 

I  Elmhurst,  Kingston-on-Thames 

i  Franklin, R.  St.  Aubyn's,  Woodford  Green 

I  Renouf.C.W.  td.f.      Springside  H.,  Gorey 

I  Thomas.R.M.G. 

I  15  EUerker  Gardens,  Richmond 

l.,Wood,G.  The  Palace  S.,  Bewdley 

rCroft.W.N.  a.d. 

1  Osborne  High  S.,  West  Hartlepool 

I  Grieves,  R.B.  Boys'  High  S.,  Sutton 

I  Hobson,T.H.  s.al.  Scarborough  College 

I  Offer,  A.G.  ft.  Balham  Gram.  8. 

I  Rix,R.W.  Shoreham  Gram.  8. 

I  Stacpoole,H.R.  SteyneS.,  Worthinj. 

l,Thorne,D.W.  Ryde  H.,  Ripley 

rHamon.A.P. 

I  Oxenford  H.,  St.  Lawrence,  Jersey 

I  ^Holt,O.D.  d.  Private  tuition 

I  Johnson,A.J.R.F. 

1  Norwich  High  S.  for  Boys 

i  Matthews,P.  al.     Mt.  Radford  S.,  Exeter 

I  McIlvride,N.J.  al. 

I  Cliftonville  Coll. ,  Margate 

I  Wilson, J.H. A./. 

l^  The  Douglas  S.,  Cheltenham 

fCoates,J.W,  s.  Private  tuition 

I  Evans, D.K.  Municipal  Coll.,  Portsmouth 


I  Graham,J.  ge.  Shoreham  Gram  8. 

I  Weston,A.E.       Castle  Hill  S.,  W.  Ealing 
I  Wheeldon,J.W.  al. 

I  The  Western  Coll.,  Harrogate 

I^WiIsoD,G.C.  s.  Fulwood  Gram.  S., Preston 

fParsonagc,R.P.  TheGram. 8., Whitchurch 
I  Shaw.R  C.  Private  tuition 

LWilson,C.B.  Private  tuition 


fBottinp.N.P.  sh. 
I  Holcroft.G. 
I  0'Flvn,J.L.C.  c. 
l.Pranich,S.  al. 


Ryde  H.,  Ripley 
Penketh  School 
Private  tuition 
Private  tuition 


rBillingham,W.F.  s. 

I  St.  Thomas'  High  S.,  Erdington 

j  Cooper,C.R.  /.  Private  tuition 

I  LuMitey,E.  Private  tuition 

I.  Richardson, R.  A.  Grosvenor  Coll., Carlisle 

CAston,T.H.  d. 

i  Wallingbrook  S.,  Chulmleigh 

I  Cloud, CO.  fphys.         Steyning  Gram.  8. 

I  Griuies.C.G.  Heathfield  U.,  Crouch  Hill 
*Henday,B.V.  Shoreham  Gram.  S. 

Hislop,.J.A.  mu.  Private  tuition 

J  illings,  B.  R.  /.  Private  tuition 

Jones, C.S.  al.  Bourne  Coll.,  Quinton 

Stafl'ord.F.A.  Richmondllill  S., Richmond 
Stone, B.C.  TheCommercialS., Bridlington 

I^Wood.H.M.  (ri.  Hyde  Gram.  S. 

(-*BIockley,T.N. 

I  St.  Dunstan's  Coll.,  Margate 

t  French, R.D.  Epsom  College 

]  Kilbey.A.  It.ch.  Private  tuition 

I  Plunkett.J.R.  al.  Private  tuition 

i^  Webber,  F.H.  e.ch.  Private  tuition 

f  Bailey,  J. B.  Private  tuition 

I  Benazon,I.  Private  tuition 

I  Clear,A.W.  .s.oZ.  Private  tuition 

I  Cornish,  W./. 

The  Jersey  Modern  8.,  St.  Heller 

*Craig,J.K.  ToUingtonS., Muswell Hill,N. 

Hansen, H.  Steyning  Gram.  8. 

Haywood,  H.W.     The  Palace  S.,  Bewdley 

Sibson,R.D. 
(^  Osborne  High  S.,  West  Hartlepool 

/'Bnrgoyne,W.  al.ch.  Private  tuition 

I  'Cavaghan,T.      Grosvenor  Coll.,  Carlisle 
I  Paulson, J. C.  .s. 

j  Walker's  Training  Coll.,  Southsea 

]  Reynolds,F.C.  Private  tuition 

l^Whittle,J.A.  e.  Private  tuition 


CMunday,W.F.  a. 
I  S«ddaby,H.I.  a. 
l,Worsfold,W.J. 


Private  tuition 

Private  tuition 

RydeH.,  Ripley 

Scarborough  College 


CAllan,D.J. 
I  Amos.D.V. 
I    St.  Peter's(EatonSquare)ChoirS.,S.W. 

I  *Gregson,J.D.  Southport  College 

i  Hosegood,E.J.  The  High  8.,  Brentwood 

I  Nimmo.C.D.  Shoreham  Gram.  S. 

I  Tarry, W.E.  Allenby  H.,  Derby 

LTunney.J.W.  Castle  Hill  S.,  W.  Ealing 

(-Fayers,R.E.     Heathfield  H.,  Grouch  Hill 

I  Hine,J.C.L.  al. 

I  Gram.  S.,  Chorlton-cum-Hardy 

I  Lean,W.F.  Hoe  Gram.  S.,  Plymouth 

I  Webber.A.C.  d. 

I       The  School,  Wellington  Ed.,  Taunton 

^Gregory, J.  M.  Private  tuition 

Hawkcs,E  A.  Ryde  H.,  Ripley 

j  8heuton,J.G.H.  al.  FroebelH.,Devonport 
I  Wenningcr,F.P. 

I  W.allingbrook  S.,  Chulmleigh 

l,Wi!liams,T.B.  Private  tuition 

|'Guy,F.J.  al.  Taunton  H.,  Brighton 

I  Jones, E.W.  Bourne  Coll.,  Quinton 

I  Murray, W.J.C.  Shoreham  Gram.  8. 

I  Oppen.J.        St.  Dunstan's  Coll.,  Margate 
I  Power,  E.M.  Private  tuition 

I  Pring,C.J.  f.d. 
(^       The  School,  Wellington  Rd.,  Taunton 

CCollings.F.R.  s.  Hoo  Gram.  S.,  Plymouth 
I  Gooper,J.  Margate  Gram.  S. 

I  George, R.D.     Pembroke  Dock  County  S. 
I  "Hitchcock, H.C. 

I  Wallingbrook  8.,  Chulmleigh 

I  Robinson, N.Q.  Southend  Gram.  S. 

LTarry.S.L.  d.  Gunnersbury  Prep.  S. 

rAird.B.  Private  tuition 

1  Assad, K.  al.ch.    St.  Mary's  Coll.,  Harlow 
I  Brazier,T.A.  Margate  Comm.  S. 

1  Levene,T.J.  al.ch.  Private  tuition 

LTliemans,L.    The  WestemColl., Harrogate 

f  D'Arcy,0.  J.  Private  tuition 

I  LeaGh,R.F.  Private  tuition 

I  Prince, A.E.  Grosvenor  Coll.,  Carlisle 

i  Scott,R.C.  Private  tuition 

l.Smith,A.L.  Private  tuition 


86 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  191.5. 


BOVS,  Junior,  pAH-s—Omtiinied. 

/'Bateson.F.R.C.  c'.  Private  tuition 

Burtoa,F.  Private  tuit'ioii 

Crosley.C.R.  Private  tuition 

Godderittge,R.  St.  Leonards  Coll.  S. 

Lee.C.E.  al. 

St.Peter's(EatonSquare)ChoirS.,S.W. 
Murray.D.  al.  Private  tuition 

Richardson, L. 

KingJanieslstG  ram.  S.,  Bishop  Auckland 
Rusby.F.  Boys'  High  S.,  BarnsLey 

Waddington.C.R.  nZ.  Scarborough  College 

^Wat^rhouse.H.  Private  tuition 

/"Bean.A.H.KensingtonCoachingColl-.S.W. 
I  EIwood.R.V.  St.  Mary's  Coll.,  Harlow 
j  *Gobey,L.F.  Private  tuition 

I  Holfc.J.  Private  tuition 

LJones,  E.  B.  /.  Private  tuition 

fCross.D.W.  Private  tuition 

j  Kemish.F.W. 

i  London  Coll.  for  Choristers,  Paddington 
j  O'Douovan.J.J.  al.  Private  tuition 

LProcter,T.H.  al.  Balhani  Gram.  S. 

Kennedy.H.P.  Private  tuition 

*Perkins,A.  Froebel  H.,  Devoiiport 

Perring,W.A.S.  Private  tuition 
Shearman, J. W. 

The  Commercial  S.,  Bridlington 

Tragheira,L.H.  Private  tuition 

Tregenna,C.H.  .v.  Scarborough  College 

l.Winwood,G.R.W.  Bourne  Coll.,  (^uintrin 

(^Burrows, S.  a.al.  Private  tuition 

I  Chambers,E.A.C.  </H(.  Shoreham  Gram.  S. 
1  *^Davies,J.R.  Pentwyn,  Penrhiuceiber 
I  Field.G.  Private  uiitiun 

1  Goniersall.J.G. 

,  The  Western  Coll.,  Harrogate 

I  Squire.E.K.  St.  Mary's  Coll.,  Harlow 
tWinterbum,R.     Ellesmerc  S.,  Harrogate 

fM&hler.A.C. 

I  Gram.  S.,  Chorltnn-cuni-Hardy 

I  Porter,H.  York  Model  S. 

I  Rattray, A.  5.  Pri\ate  tuition 

f  ♦Tadraan.R.S.  Shoreham  Gram.  S. 

[  Tbeed.T.  E.  h.  Private  tuition 

I  WiUey.N. 

I        Archbishop  Holgate'.s  Gram.  S.,  York 

LWilson.S.F.  St.John'sColl.,FiusburyPark 


fAmm,R.D. 
I  Gains,C.S.R. 
I  8trachan,A.W. 
LThomas,T.B. 


Private  tuition 
Private  tuition 
Private  tuition 
Taunton  School 


rClayton.C.J. 

I  Greystones  S.  for  Boys,  Scarborough 

j  Duckworth, W.E.  GrosvenorCoU., Carlisle 
I  Hall,F.L.  Private  tuition 

i  Smith,C.V.  Cranbrook  Coll.,  Ilford 

1  WilIis,G.S,W.  e.al.  Private  tuition 

L.Young,J.  Private  tuition 

^BalUW.A.  Private  tuition 

I  Gro\rtber,R.E.  Private  tuition 

I  FI«oks.H.B.  Private  tuition 

i  Hardy, B.  Private  tuition 

I  Jackson, A.F. 

I       St.  Peter's  (Eatou  Square)  Clioir  S.  ,S.  W. 

I  *Michalsky,A-V.  s.  Private  tuition 

I  Montague.J.H. 

L  King  Edward  VI  S.,  Retford 

r Lancaster, H.W.  Willow  H.,  Walsall 

L.Vincent,R.  St.  Aubyn's,  Woodford  Gret-n 

fBarratt.R.N.  Hoe  Gram.  S.,  Plymouth 
j  Caldwell, H.E.c.  Ashland  High  S.,WiL'an 
i  Sbeavd.F.  Gram.  S.,  Chorlton-cum-Haidy 
Thompson, A.S.  Argyle  H.,  Sunderland 
L*Whitehead,F.  d.  Private  tuition 

rAbbott,R.F.  al.  Private  tuition 

1  *Oarlyon,B.  Margate  Comm.  S. 

LLys.F.G.B.  Hurstpierpoint  College 

rBastIand,W.M.  St.  LeonaMs  Coll.  S. 

I  GaUimore,H.W.deF. 
I  Ashville  Coll.,  Harrogate 

*Moyse,M.  The  High  S.,  Brentwood 

I  *Sherwood.F.C. 

j  The  Modern  S.,  Streatham  Common 

LWhateley,T.  Private  tuition 

fBoulter,R.S.  Hoe  Gram.  S.,  Plymouth 

*Davis,M.W.  Private  tuition 

Qodden.L.J.  Private  tuition 

^Hanson, W.E.  Private  tuition 

Holland, F,A.  Private  tuition 

Jones, W.M.  Brighton  H.,  Clifton 
Langlois.J.V. 

The  Jersey  Modern  S.,  St.  Helier 

Martin.J.D.  St.  Leonai-ds  Coll.  S. 

r Collingworth, W.  Private  tu ition 

I  *Howarth,N.S.  Fuhvood  Gram. S., Preston 


I  •Miller,H.B.  Richmond  Hill S., Richmond 
I  Muil.D.J.  Private  tuition 

I  Vander3teen,C.J.P.  Bourne  Coll., Quinton 
LVick,L.S.  «.  Private  itiition 

("Downing, D.B.  Soutbport  College 

I  Fear.C.R.  Grana.  S.,  Aberystwyth 

I  *Hoggett,H.C.  Private  tuition 

(.Newton, A.  Private  tuition 


Private  tuition 
Cranbrook  Coll.,  Ilford 


rCuuliffe,H.  a. 

Glasscock, W.V 

Pipon.A.S. 

Harleston  H.,  St.  Lawrence,  Jersey 

Smith,S  C.  The  Palace  S.,  Bewdley 

,Taylor,W.S.  Private  tuition 

fCaldicott.J.H. 

Edgbaston  Acad.,  Birmingham 
*Criswic];,J.V.  Private  tuition 

Gomes, A  Private  tuition 

I  Hamper, I'.U.R.  al.  Scarborough  Gram.  S. 

I  Heiidy.S.A. 

i        United  Kingdom  Coll.,  Lavender  Hill 

I  'Langton.L.  Hertford  Gram.  S. 

LUnger.K.R.o.;.  StPaul'sS., W.Kensington 

fAueott.D.J.  St.  Dunstan's  C<dl.,  Margate 
I  Kirkbride,H.  Private  tuition 

I  O'Donovan.M.J.  Private  tuition 

LVause.H.B. «.  Private  tuition 

'' Heath, S.R.  Gunnersbury  Prep.  S. 

I  Kirkbride,F.  Private  tuition 

I  Nicholas, L.G.  Mertbyr  Intermediate  S, 

I  NichoUs.W.  al.  Private  tuition 

1  Twine, W.J.  Private  tuition 

LWatkins.J.  Private  tuition 

f*OIver,C.P.  Hop  Gram.  S.,  Plymoutli 
I  Osborne.R.T.  Westbourne  S., Paddington 
LPreston.B.  Ashville  Coll.,  Harrogate 

fBeir'rigtou.B.W.  AshvilleColl.,Harrogate 

I  Camli  h.R.H. 

I  High  S.,  Falkland  Road,  Torquay 

I  D;t\  ii'-,A.  Private  tuition 

I  'li.-uNiiery.B.V. 

I  Wallingbrook  S.,  Chulmleigh 

I    F.Mtt.D.A.K. 

L  The  High  S.  for  Boys,  Croydon 

('Carrel, E.J. P.  Springside  H.,  Gorey 

I  Croke.F.P.  Private  tuition 

j  Falside.J.  y.  Private  tuition 

!  Fh.yd,R.  Private  tuition 

I  Gillman.J.H.  Boys'  Coll.  S.,  Aldershot 
*GIeed,S.  Private  tuition 

i  Hopper,F.E.  Private  tuition 

I  Jenkins, E.T.  Victoria  Gram.  S.,Ulversion 
I  Kuli.L  St.  Mary's  Coll.,  Hariow 

I  *Newman,G.G.  St.  Mary's  Coll.,  Harlow 
I  Silby,E.O.F.  Private  tuition 

I^Sinipson,J.      Fulwood  Gram.  S.,  Preston 

rAtkins,B.V.  al.  Private  tuition 

Blackadder,M.M.  Private  tuition 

Bodenham.F.J.W.  nl 

The  Palace  S.,  Bewdley 

Colledge,A.V.  Dean  Close  S.,  Cheltenham 

'Pinks,  A. 

St.Peter'KEatonSquare)ChoirS.,S.W. 

^SIiarpe,F.G.G.  Private  tuition 

I  Whitfield,S.J. 

I  King  James  lstGram.S.,BishopAuckland 
L*Wilson,N.  The  Palace  S.,  Bewdley 

^Anderson, C.S.  Taunton  School 

I  Ockenden,K.W.W.  Boys'  HighS.,  Sutton 
i  Powell, J.  H.  Private  tuition 

I  Roberts, CD.  Private  tuition 

I  Rushworth,B.  Private  tuition 

I  Sturgess,L.H. 

i  LondonCoUege  forChoristers, Paddington 
LTadgell,W.C.  Heathfield  H.,  Crouch  Hill 

rDavies.T.E.  Old  College  S.,  Carmarthen 
•Hyde,W.T.  Private  tuition 

Lancaster , J. R.  Northcroft  H.,  Penrith 
Richards,  D.O.  Old  College  S., Carmarthen 
Smith. F.J,  Private  tuition 

Williamson, H.D.  Private  tuition 

fBurnett.G.S.  al.  Boys'  High  S.,  Barnsley 
Cooper, W.F.  Ashville  Coll.,  Harrogate 
Everton,A.  Private  tuiliion 

Hessian, L.J.  Private  tuition 

Simpson, A.L.A.  Scarborough  Gram.  S. 
•Waterson.W.J. 

The  Modern  S.,  Streatham  Common 
Waterson.W.T. 

Fauntleroy,  St.  Leonards-on-Sea 
Wells.E.O.  Private  tuition 

,Whatmore,F.J.  Private  tuition 

■Elsey,P.S.  Private  tuition 

Gibaut.R.J. 

Harleston  H.,  St.  Lawrence,  Jersey 
Ingram, C.  Private  tuition 


rBradshaw.A.O.H. 

j  Edgbaston  Acad.,  Birmingham 


Cameron,  W.J. 
I  Church, F.H. 
I  Hakim, L.S. 
I  Roberts.H.W. 
tWaterhouse,E. 


Private  tuition 
Private  tuition 
Private  tuition 
Tlie  Palace  S.,  Bewdley 
Private  tuition 

Private  tuition 


fUromfleld.R.C. 

1  Oi-ay,L.St.G. 

I         Tlie  School,  Wellington  Rd.,  Taunton 

L*  Lloyd, C.J.  St.  Leonards  Coll.  S. 

f  Arn'strung,J.B.  Willow  H.,  Walsall 

Berrington-Stoner.C.S.T.  Private  tuition 

Evans, C.G.  Private  tuition 

Gillies.A.C.  Wallingbrook  S.,  Chulmleigh 

Johnston, J. C.  Private  tuition 

I  Mann,S,C.  Private  tuition 

!  Piillen-Burry.H.T.     Steyne  S.,  Worthing 

I  Redelinghuys.J.J.  Private  tuition 

LThomson,A.W.  al.  Ryde  H.,  Ripley 

rBennett,A.M.  Private  tuition 

i  Booth, R.  Private  tuition 

I  Bridgman,T.J.  Private  tuition 

I  Burchill.K.H.  All  Saints'ChoirS.,  Clifton 
I  Hicks,C.M.H.  Private  tuition 

I  Jesson,R.E.  Private  tuition 

j  Johnsnh,C.P.  TheWesternCoU., Harrogate 
I  White.G.  .s\  Tlie  Western  Coll.,  Harrogate 
LZettel, F.A.J.  Private  tuition 

fAusten.E.A. 

I  Kensington  Coaching  College,  S.W. 

I  Collins,  B.  Stone's  City  S.,  Exeter 

I  Marriott, G.  a.  Private  tuition 

I  Murray, C.G.  Private  tuition 

I  Penley.R.J.B.  Private  tuition 

I  *Rhodes,G.L. 

I  Gram.  S.,  Chorlton-c  urn -Hardy 

I  Short.E.A.  Steyne  S.,  Worthing 

I  Stavoley,A.P.  Private  tuition 

lTemple,T.E.  .s.  Donington  Gram.  S. 


rBuni,E.P. 
i  Edwurds.T.G. 
I  Gutseil.R.F. 
i  LeMarquand.B.G. 
I  Harleston  H., 

I  MimmackjE.E, 
Scarles,  F.N. 


Private  tuition 

Private  tuition 

St.  Leonards  Coll.  S. 

St.  Lawrence,  Jersey 
Steyning  Gram.  S. 
Private  tuition 
I  Stevens,C.    St.Thomas'HighS.,Krdington 
l^ Warden, A.  Private  tuition 

I'Beattie,  R.D.  Private  tuition 

Borthwick.A.J.  HeathficldH.,CrouchHill 

Culver,L.E.  Steyne  S.,  Worthing 

HuL'hes.E.E.  Private  tuition 

Rothwell.C.E.  Private  tuition 

Stevens.J.H.  Froebel  H.,  Devonport 

Wilkins.C.H.  Private  tuition 

(^ Allan, W.A.  Private  tuition 

I  *Hemming,W.L.F. 

L     St.Peter's  (Eaton  Square)ChoirS., S.W. 

fClemitson,W. 

I    King  James  I  Gram.  S.,  Bishop  Auckland 

1  Fawcett.D.H.St.J.  Private  tuition 

I  Hill,L.A.G. 

I     St. Peter's(Eaton  Square)  Choir  S., S.W. 

I^Nornian.W.  Private  tuition 


rBolton.F. 
(  Goodall.L.C.G. 
I  Lloyd, W. 
l^Siddiqui,B.A. 


Steyning  Gram.  S. 

Private  tuition 

Private  tuition 

Manor  H.,  Claphani 


I^Jona,  A.  H.  Merchant  Taylors  School,  E.  C. 
I  Way.C.C.  Private  tuition 

LWoodhouse,G.  Private  tuition 


rCross,F.J.L. 
LHarwood.H.W. 


Private  tuition 
Private  tuition 


Hutchings.S.A.R.  HoeGram.S.,  Ply  mouth 

rFoster,W.  Poole  Coll.  S. 

LGreatrex,A.H.      St.  Mary's  Coll,  Harlow 

('Breckon.F.P. 

I  Clarke,G.B.W. 

I  CoUins.E.D. 

I  Maynard.R.H. 

1         The  School,  Wellington  Rd.,  Taunton 

VSowerby,A  Private  tuition 

( Ainsworth,H.R.  Private  tuition 

I  Hardwick.C. 

I  The  Commercial  S.,  Bridlington 

LSmith.E.F.  Private  tuition 


Private  tuition 

Wilmslow  College 

Private  tuition 


Pcgram,J.A. 
Alder,G.S. 


Streatham  Modern  Coll. 
Private  tuition 


rBardbley,R. 

I         Montgomery  Coll.,  Sharrow,  Sheffield 

LBillings.F.J.        Portland  Coll.,  Chi.swick 

Frank, J. F.  Private  tuition 


PRELIMINARY. 


Honours  Division. 

Carter,D.R.  s.a.al. 

Newquay  College,  Cornwall 

Ellicott,L.E.  c.a.al.gm.f.d. 

High  S.,  Falkland  Road,  Torquay 

j'Craig,E.H.  e.g.a.al. 

I  St.  John's  Coll..  Finsbury  Park 

I  LeRuez,S.P.  s.g.f. 

L  Harleston  H.,  St.  Lawrence,  Jersey 

fCross.N.J.  s.e.k.g.f. 

\  Kent  Coast  Coll.,  Heme  Bay 

I  LangloiSjH.G.  s.g. 

L  Harleston  H.,  St.  Lawrence,  Jersey 

Lachlan,D,  t.al.gvi.f.l. 

Skelsmergh  H.,  Cliftonville,  Margate 

Morgan, E.  e.a.al.gvi.f.l. 

Skelsmergh  H.,  Cliftonville,  Margate 

Jarnet,R.C.  .v.c./ 

Harleston  H.,  St.  Lawrence,  Jersey 

Lc  Heron, A.F.  e.a.alj. 

Oxenford  H.,  St.  Lawrence,  Jersey 

Green, D.  al.  St.John'sCoU., Finsbury  Park 

Maxwell, R.S.  e.a.al.    Manor  H.,  Clapham 

Chudley,K.S.  r.g.d. 

High  School,  Falkland  Road,  Torquay 

f Crisp, H.S.  s.c.g.a.al.  Holsworthy  Gram.S. 
1  Fowler, C.  e.o.al.  Shoreham  Gram.  3. 

I  Moodey.G.E.  e.al.d. 

Alexander  H.,  Broadstaire 
I  Rowe.D.H.  s.e.a. 
L,  Newquay  College,  Cornwall 

Johnson, A.A.  s.h.g,sr.        Penketh  School 

Michen,W.S.  g.ol. 

"**        Newquay  College,  Cornwall 

Gray.D.J.M.  n.al.        Shoreham  Gram.  S. 

Holmes.B.  s.g.a.d.  EUesmereS., Harrogate 

Peirce.G.M.  a.sc.d. 

Richmond  Hill  S.,  Richmond 

Hall,F.T.D.  al.d.     Bourne  Coll.,  Quinton 

Kent,L.J.F.  al.d.  Frorae  Blue  Coat  School 


rllewSjD.A.  e.a.al. 

LXhumas.H.C.  ><: 


Shoreham  Gram.  8. 
Bourne  Coll.,  Quinton 


rCove.S.H.M.  al.         The  Gram.  S.,  Ongar 

I  Stone,H.W.G.  e.a.al. 

(^  The  Jersey  Modern  S.,  St.  Helier 

rBilliugs.A.E.  s.al.  Shoreham  Gram.  S. 
i  Dodge.G.P.  a.al.  Frome  Blue  Coat  School 
I  Gough,H.L.  a.al.  Shoreham  Gram.  S. 

I^Green,D.W.  al.gm.       Shoreham  Grant.  S. 

('Arnall,D.V.  n.d.    Cambridge  H.,  Norwich 

I  Briggs,L.B.  hk.         New  Coll.,  Harrogate 

I  Lawrence, F.C.  al.  Argyle  H.,  Sunderland 

I  Le  Vesconte, Cyril  o./. 

i  Oxenford  H.,  St.  Lawrence,  Jersey 

I  Pallot.D.J.  c.a.f. 

I  The  Jersey  Modem  S.,  St.  Helier 

I  Wilson, G.  /(.;/.         Bourne  Coll.,  Quinton 

l.Zimmermann,L.J.  e.  The  Giam.  S.,  Ongar 

(^'Haynes.H.T.  g.al. 

I  The  Jersey  Modern  S.,  St.  Helier 

I  Holbri>ok,R.P.  al.gm.  Shoreham  Gram.  S. 
,  McCarthy.F.J.  al.' TheHighS., Brentwood 
[  Pellant,K.  al.  Shoreham  Gram.  S. 

I  Pepin, S.  (?./. 

Oxenford  H.,  St.  LanTenc*",  Jersey 
Purse, W. A.  s.e.  Shoreham  Gram.  S. 

I  Willbourn,F.A.  e.tiUf. 
\^  Gram.  S.,  Chorlton-cum-Hardy 

^Conybeare.E.T.  .^.p.al 

I  Hoe  Gram.  S.,  Plynn>uth 

I  Henwood,H.A.  g.d. 

I  St.  Aubyn's,  Woodford  Green 

I  Shipway,G.  gm. 

{^        Skelsmergh  H.,  Cliftonville,  Margate 

(^Balster,H.J.  al. 

I      Bradley  H  igh  S.  for  Boys,  Newton  Abbot 

I  Hawken.F.P.G.  e.  HoeGram.S., Plymouth 

I  Langdak-.F.H.  h. 

i  Richmond  Hill  S.,  Richmond 

i^Noel,H.A.The  Jersey  Modern  S., St. Helier 

rMitchelI,L.R.5.aI.  HoeGram.S., Plymouth 
LSteel,0.  al.  Shoreham  Gram.  S. 

j^Dicks.E.G.  al.  TheDouglasS., Cheltenham 
I  Emmerson,R.  al.  Shoreham  Gram.  S. 
I  Kreutzberger,E.E.a7.</.  ShorehamGram.S. 
LThompson,E.  a.  Grosvenor  Coll.,  Carlisle 


I 


Continued    on    page   88. 


Feb.  1,1916.]  THE  EDUCATIONAL  TIMES.  87 

The  Cheapest    Prospectuses 

are  those  that 

Produce    Pupils. 

AND    THEY    ARE    THE    ONLY    KIND    WORTH    HAVING. 


There  are  few  items  of  School  expenditure  on  which  inoiiey  is  so  commonly  and  needlessly  wasted  as 
the  average  Prospectus. 

An   unsatisfactory   Prospectus  works  a  double  iaJTUTr  to  any  School : — ■ 
It  uses   up   so  much  capital    to   no   good  purpose ; 

And,  so  long  as   its  useless   bundles  have  not   been   got  I'id  of  in  some  fashion,  it  blocks 
the   way  for  anything  better. 

Not  every  Principal  has  the  courage  to  scrap  heaps  of  futile  productions  that  have  cost  good  money  in 
the  past.  If  it  were  idealised  that  they  are  costing  more  still  each  time  they  lose  or  repel  a  possible  Pupil, 
their  fate  would  be  swifter.  For,  obviously,  if  a  Pi'ospectus  does  not  attract,  it  is  a  failure,  and  worse — it  is 
a  handicap.  A  School  has  one  chance  with  a  Parent :  if  from  any  reason  the  chance  is  lost  or  wasted,  it  does 
not  come  again.      It   is   a  pity  if  the  reason   is  its   own   Prospectus.      And  very  often   it   is. 

As  Educational  Agents  we  have  to  file  the  Prospectuses  of  many  hundreds  of  Schools,  and  make  the  best 
use  we  can  of  them  ;  so  that  their  weaknesses  or  omissions,  affecting  our  daily  work,  become  very  familiar. 
These  are  a  few  of  the  most  common; — 

LETTERPRESS.— Type  ill-chosen  and  ineffective. 


VIEWS. — Conventional, 
Badly  selected, 
Poorly  photographed. 
Unsatisfactorily    (but    not   always 
inexpensively)  reproduced. 


Matter  bald  and  uninteresting,  poorly 
arranged,  and  often  avoiding  or 
slurring  over  what  would  give  a 
School  an  individuality  of  its  own. 


AM"  EFFECTIVE  PROSPECTUS  should  be  well  planned  and,  to  some  extent,  original.  It  should  be 
so  written  and  so  printed  as  to  impress  on  a  Parent  at  once  some  clear  idea  of  what  the  School  has  to  offer. 
The  photographs  should  be  good  and  well  reproduced,  and  they  need  not  be  just  the  same  as  a  Parent  will 
find  in  three  out  of  four  others  lying  beside  it. 

WE    TAKE  THE   BEST   PHOTOGRAPHS, 

WE    MAKE    THE    BEST    BLOCKS, 

WE    DO    THE    BEST    PRINTING, 

WE    DESIGN    AND    PRODUCE    THE 
BEST    PROSPECTUSES. 

And,   since  no   Prospectus  but  the  best  possible  can  do  a  School  justice, 

WE    SEND    A    REPRESENTATIVE, 

when  required,  to  advise  as  to  the  arrangement,  and,  if  desired,  to  wi-ite  up  the  matter  of  the  Prospectus 
with  the  Principal.  And,  as  we  have  to  use  the  Prospectus  afterwards  in  lecommending  the  School,  we 
have,  besides  an  added  interest  in  it,  at  the  same  time  obtained  first-hand  impressions  and  knowledge  of  the 
School,   which  must  prove  of  the  greatest   assistance  to  Parents. 

If  yovi  arc  interested,  please  write  us — 

Urn      &      %3m         P  AT  ON,  Educational  Agents, 

Telephone:    5053  Central. 


88 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


BOYS— Continmd. 

PRELIMINARY. 

Pass  Division. 

tCarter,D.L.  Priv.lte  tuition 

tCarter,A.R.  AshviUe  Coll.,  Harrogate 
fBerridge.T.D.  Froebel  H.,  Devonport 
tSayer.D.H.  St.  Leonard.s  Coll.  S. 

tLawreuce,G.H,  Margate  Comm.  S. 

tDain.G.H.  Heatlilield  H.,  Crouch  Hill 
tRobert.C.T.  Charing  Cross  S.,St.  Heliers 
tTaylor.C.W.B.  Private  tuition 

tHughe.s.F.G./.  St.  Mary's  Coll.,  Harlow 

fForge.E.L.c.  St.  Aubyn's.Woodford  Green 
l.Jackson,H.T.  a.iil.     Scarborough  College 

f  Aekland.R.H.  e.il. 

High  S.,  Falkland  Road,  Torquay 
tBridge.J.R. 

St.  Peter's  (Eaton  Square)  Choir  S.,S.W. 
Brocklebank,R.  al.  Shorehani  Gram.  S. 
tBrown.H.  St.  Leonards  Coll.  S. 

01iver,R.M.  e.oZ. 

High  S.,  Falkland  Road,  Torquay 
Staples,  R.G.  CI. a(. 

St.  John's  Coll.,  FiiisburyPark 

|-Bamford,A.  Highbury  Park  S  ,  N. 

I  Davies,R.E.         The  High  .S.,  Brentwood 
I  fMarshall.S.A. 

I     St.  Peter's(Baton  Square)Choir  S.,S.W. 
I  Maync,  F.H.  d. 

High  S.,  Falkland  Road,  Torquay 
l.Price,C.A.  o.  Penketh  School 

rBennett,G.K.H.  u.  ThePalace  S.,Bewdley 
Haskins.C. 

The  College,  Weston-super-Mare 
Hocknell,B.C.  g.tt.f. 

Ellesmere  S.,  Harrogate 

Kaye,R.    St.  John's  Coll.,  Finsbury  Park 

Lynn,D.C.  New  Coll.,  Harrogate 

LtSpring,  J.  K.  F.         Weymouth  Modern  S. 

ftChidwick.B.  Steyne  S.,  'Worthing 

Conimander,E.T.  New  Coll.,  Harrogate 
Nash,D.F.  s.  Hoe  Gram.  S.,  Plymouth 
Stevenson,J.F.C.  The  Gram.  S.,  Ongar 
■Wheatcrolt,J.V.  cd.  The  Gram.  S.,  Ongar 
Williamson, J.E.  a.aL 

The  Douglas  S.,  Cheltenham 

'Easton,C.  s.  St.  Leonards  Coll.  S 

Purchas,T.E.  Newquay  Coll.,  Cornwall 
Bebbeck,A.  al.    Prome  Blue  Coat  School 

LtWood,N.W.  Froebel  H.,  Devonport 

-Benjamin, H.B.i'.ai.rt.  St.LconardsColl.S, 
01iver,W.A.D.  Bailey  S.,  Durham 

tOppitz,W.J.  Steyne  S.,  Worthing 

Tooke,C.  s. 

L  AldermanNorman'sEndowed  S., Norwich 

fBaldwin.J.E.  a. 

St.  Dunstan'.s  Coll.,  Margate 
Bellas,E.LR.  K.tj.  Penketh  School 

Dallain,A.  at./. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Davidson, H.  ;;. 

Wallingbrook  S.,  Chulmleigh 
Gardener,R.  i(.  Frome  Blue  Coat  School 
Ridley.H.  a.  Grosvenor  Coll.,  Carlisle 
Solman.S.G.n;.  HeathfleldH.,CroiTchHill 
Stephenson,  W. A.  GrosvenorCoU., Carlisle 
Whiter,  F.S.S. 

St.  John's  Coll.,  Finsbury  Park 

■Dodge,H.R.  a.cd.  Frome  Blue  Coat  School 

Goddard,E,P.nJ. 

Alexander  H.,  Broadstairs 

tMartin.C.M.  Norwich  High  S.  for  Boys 
I  Money, J.  a.al.  Shoreham  Gram.  S. 

Payton.G.  H.     Richmond  Lodge,  Torquay 

Perrem,C.H.  a.al.d. 
I      BradleyHigh  S.  for  Boys.Newton  Abbot 
I  tSanders.G.E.  Margate  Comm.  S. 

|Sparey,R.G.  Bourne  Coll.,  Quinton 

I  'Van  Wecde.W.  .s.al. 
K.        Skelsmergh  H.,  Cliftonville,  Margate 

'Morgan, E. A./. 

St.  John's  Choir  S.,  St.  Leonards-ou-Sea 
Westcott.H.M.  e.  Argyle  H.,  Sunderland 
Widdon,R.G. 

High  S.,  Falkland  Road,  Torquay 

'Howell, A.  Bickerton  H.,  Birkdale 

tMay,C.A.L.  Grove  H.,  Highgate 

8ayer,G.S.  a.al  Manor  S.,  York 

Slatter,E.  a.  The  Gram.  S.,  Ongar 

LSorabjei-,E.         The  Vale  Coll.,  Ramsgate 

CtHowland,H.S. 

I        Southampton  Boys'  Coll.  and  High  S. 

I  Hunt,W.  s  Penketh  School 

I  tHutcliinson,R.D.  Argyle  H., Sunderland 

1  Le  Vesconte,  ClifTord,  /. 

1  Oxenford  H.,  St.  Lawrence,  Jersey 


I  Marchant.S.S. 

I  Richmond  Hill  S.,  Richmond 

I  Reeve, L.  r.gm.d. 

I  Skelsmergh  H.,  Cliftonville,  Margate 

LThomson.D.W.  al.        Southend  Gram.  S. 

r Allain,G.A.  /. 

I  The  Jer.sey  Modern  S.,  St.  Helier 

Allen,G.A.    The  Western  Coll.,  Harrogate 


Manor  S.,  York 
Argyle  H.,  Sunderland 
Bailey  S.,  Durham 
The  College,  Weston-s.-Mare 
Margate  Cumni.  S. 


Cooper, C.A, 
I  Fenton,J. 
I  Greenwell,G 
I  Merrie,W.E 
I  tMill,J. 
I  Nichols.B. 
I  Oxenford  H.,  St.  Lawrence,  Jersey 

I  Page,B.R.  al.  Newquay  Coll.,  Cornwall 
ltSole,S.D.  Steyne  S.,  Worthing 

rCooper,J.R,H.  (i. 

I  Southland's  Gram.S.,Littlsstone-nn-Sea 
I  Mays,E.E.  The  Gram.  S.,  Ongar 

l.,Parsons,F.  St.  Leonards  Coll.  S. 

l'Haydon,D.I.  al.  Raleigh  Coll.,  Brixton 
I  Lawson,C.J.F.  Scarborough  Gram.  S. 
I^Low,F.G.E.  St.  John'sColl., Finsbury  Park 

|-tAbbott,T.E.  Private  tuition 

I  Atkinson, W.X.    Grosvenor  Coll.,  Carlisle 

i  Bower,A.E.  fd.  Southend  Grain.  S. 

I  Brocklebaiik.J.F.       Scarborough  College 

I  Few,W.  Highbury  Park  S.,  N. 

I  Hewlett, J. 

I  Skelsmergh  H.,  Cliftonville,  Margate 

I  Smith, A.T. 

I     St.  Peter's  (Eaton  Square)  Choir  S.  ,S.  W. 

Trenieer,A.J.  a.al. 
L        BradleyHighS.forBoys,  Newton  Abbot 

fEinbury,K.S.  e.a.al 

I  BradleyHighS.forBoys, Newton  Abbot 

I  Huntley, F.C.  Argyle  H.,  Sunderland 

[  Newton, H. A.  The  College, Weston-s.-Mare 

I  Sangster,W.C.  al.  Southend  Gram.  S. 

I  Skelton,H.W.  s.j. 

I  Harleston  H.,  St.  Lawrence,  Jersey 

I^Weston,F.R.  e.  Manor  H.,  Clapham 

['Atkinson,R.A.  Grosvenor  Coll.,  Carlisle 
I  Bowerman,E.J, 

BradleyHighS.forBoys,  Newton  Abbot 
I  Coleman, C.G.  Norwich  High  S.  for  Boys 
I  Jarvis,W.F.  a 
I  BradleyHighS.forBoys, NewtonAbbot 
1  Pearl, LM.  Margate  Comm.  S. 

I  Saville,L.M./i.RichmondHillS., Richmond 
[  Searls,J.C.  rf.  Ascham  H.,  Harrogate 

1  tTozer,G.  Froebel  H.,  Devonport 

l.,Greasley,V.A.  Margate  Comm.  S. 

('Ashcroft,D.E.  Private  tuition 

I  Boulanger,D. 
I  Skelsmergh  H.,  Cliftonville,  Margate 

I  Coonibe,C.A.  a.  Raleigh  Coll.,  Brixton 
I  Holding,D.S.  Southend  Gram.  S, 

[  Saunders,  D.K.  South  Norwood  College 
I  Sorabjee,J.  al.  The  Vale  Coll.,  Ramsgate 
LStreader,A.E.  Shoreham  Gram.  S, 

rtDell,C.J.  Clark's  Prep.  S.,  Ealing 

I  Greavcs.D.  The  Western  Coll..  Harrogate 
I  Nichol,W.C.  ('.  Grosvenor  Coll.,  Carlisle 
I  tPayne,H.W.  All  Saints' Choir  S.,  Clifton 
I  Seymour, V.D.  Southend  Gram.  S. 

l.,Thomson,R.M.  aLGrosvenorColl., Carlisle 

fBlair,L.L.  St.  Catherine'sCoU., Richmond 

I  lrviug,T.  a.  Grosvenor  Coll.,  Carlisle 

I  LeGresley,P.C.  g. 

I  Harleston  H.,  St.  Lawrence,  Jersey 

I  tWilliams.J.D.  a. 

L  Old  College  S.,  Carmarthen 

rHill.R.L.H.  Bickerton  H.,  Birkdale 

1  Paliner,E.D.  St.  Leonards  Coll.  S. 

LPrew.A.T.  St.  Helen's  Coll.,  Seven  Kings 

fBonsonjH.C.  g. 

I  The  Western  Coll.,  Harrogate 

Brown, R.I.  Cambridge  H.,  Norwich 

tClancy.R.J. 

Hlghlield  Coll.,  Walton-on-Thames 
Day,L.C.  Cliftonville  Coll.,  Margate 

Dean, J.  H.  Bickerton  H.,  Birkdale 

Frost,R.E.  Collegiate  S.,  Tetbury 

^Le.Marquand,E.J./.  Springside  H.,  Gorey 


HenshalLA. 


Coll.  S.,  Colwyn  Bay 


Ballard, H.  St.  Leonards  Coll.  S, 

Brown, R.S.  St.  Mary's  Coll.,  Harlow 

Dyer,A.E.  .s.  Frome  Blue  Coat  School 
Hackett,B.C.  The  Palace  S.,  Bewdley 
Hainersk'y,B.  Wilmslow  College 

Hulme,G.H.  St.  Leonards  Coll.  S. 

McDonald, E.B.  Argyle  H.,  Sunderland 
Ross.C.M.  The  JerseyModern  S.,St.Holier 
TourgiB.E. 

Oxenford  H.,  St.  Lawrence,  Jersey 

rAlcock,S.  Ellesmere  S.,  Harrogate 

tCottrell,J.C. 
i  The  Modern  S.,  Streatham  Common 


I  Grice,R.A. 

I  Eccles  Prep.  S.,  Rowsley,  Worsley 

I  Halliday.L.W.  The  Gram.  S.,  Ongar 

I  Keer.P.H.  Hoc  Gram.  S.,  Plymouth 

I  tKenny,W.  Ousegate  S.,  Selhv 

I  Palmer,P.N.H.  al. 

I  Norwich  High  S.  for  Boys 

I  Reinon,E.T. 

L  Harleston  H.,  St.  Lawrence,  Jersey 

f'Baroncelli,V.  f.i.  Southport  Modern  S. 
I  tCabot,C.A. 

I  The  Jersey  Modern  S.,  St.  Helier 

tDavies,L.T.E.  OldCoUegeS. , Carmarthen 
1  fJukes,H.  Monkton  H.,  Cardiff 

I  Richardson. H.S.  Ascham  H.,  Harrogate 
I  Treiierry,A.R.  d.  Norwich  HighS.forBoys 
I, Underwood, P.J.  Hoe  Gram.  S.,  Plymouth 

I'Armstrong.H.  g.  Argyle  H.,  Sunderland 
I  Messent,C.J.W.  Norwich  High  S.for  Boys 
i  PolkiTjghorne,L.A. 

I  Newquay  Coll.,  Cornwall 

l,Wickenden,J.B.D.  FromeBlueCoatSchool 

fChalke.E.F.  d.  Frome  Blue  Coat  School 
I  Chambers,B.  .-.  Ion  H.,  East  Molesey 

I  Danby,H.M.  a.al.  Scarborough  Gram.  S. 
I  Foster,J.  Grosvenor  Coll.,  Carlisle 

I  tHenwood,H.R.  Hoe  Gram.  S.,  Plymouth 
I  tJohns,H.L.  Private  tuition 

I  Tavender,H.M. 

I  The  School,  Wellington  Rd.,  Taunton 
I  tWheeler,G.R.  Shoreham  Gram.  S. 

l^Wilson,L.  Southport  Modern  S. 

rGibson,W.P.   High  S.  for  Boys,  Wareham 
j  Houghton,A.H.D.  al. 
I  Norwich  High  S.  for  Boys 

I  Jacobs, V.  al.  Argyle  H.,  Sunderland 

I  McCloy,J.H.  Scarborough  College 

l,,tPeel,R.  Queen  Street  Comm.  S.,  Penrith 

fCubitt,H.A.H.  Norwich  High  S.  for  Boys 
1  tJessamine,T.W.  GrosvenorCoU.,  Carlisle 
I  Mason,T.H.  The  Gram.  S..  Ongai 

1  Muncaster,J.  Grosvenor  Coll.,  Carlisle 
1  Parkin, H.R.  Scarborough  Gram.  S. 

l^tWilson,S.E.        Grosvenor  Coll.,  Carlisle 

{-Brewster, L.G.  Manor  H.,  Clapham 

I  Buesnel,R.G.  Springside  H.,  Gorey 

I  Clare,P.A.     Wallingbrook  S.,  Chulmleigh 
I  tCooter,V.C.  Municipal  Coll., Portsmouth 
I  Ccx.H.  J.   St.  John's  Coll.,  Finsbury  Park 
Creed, N.W.  Streatham  Modern  Coll. 

j  Foden,C.  Penketh  School 

I  tRobinsou.R.A.  Grosvenor  Coll.,  Carlisle 
i  iSinclair.J.A.G.  Froebel  H.,  Devonport 
(_tTaIlentire,F.W.  Private  tuition 

fFaweettjJ.D.  Scarborough  College 

I  Grahame.C.H.  Margate  Gram.  S. 

]  Roberts,  W. P.  Fulwood  Gram.S.,  Preston 
l,Willetts,E.J.  al.  Southend  Gram.  S. 

CtFiancis.W.J. 

I  Municipal  Coll.,  Portsmouth 

I  Harlock,F.G.  Private  tuition 

I  Martiii.J.F.  All  Saints'  Choir  S.,  Clifton 
I  Parkei.B.  The  Palace  S.,  Bewdley 

LSmith,II.C.  .<.  ThePhilologicalS.,Southsea 

(  Comyns,R.  Carshalton  College 

I  Foulcher,A.R.  al. 

I  Alexander  H.,  Broadstairs 

I  Gale.A.L.  Temple  Coll.,  East  Sheen 

I  LeSeelleur,W.P.  /.    Springside  H.,  Gorey 
I  Liddicoat,E.        Hoe  Gram.  S.,  Plymouth 
I  tMarsli,B.W.         The  Palace  S.,  Bewdley 
tMuspratt,E.  Private  tuition 

I  Turner.D.J.  Wallingbrook  S.,  Chulmleigh 
I  Webb, W.J.  Castle  Hill  S.,  W.  Ealing 

l.Wiiiny,G.M.  Steyne  S.,  Worthing 

fCoutanche,L. 

1  Oxenford  H.,  St.  Lawrence,  Jersey 

i  Criper,R. 

j  Skelsmergh  H.,  Cliftonville,  Margate 

I  Drew.J.H.  al.  Manor  H.,  Clapham 

1  Hicks,  L.  Margate  Gram.  S. 

I  fMilestone.J.A.  AshviUe  Coll.,  Harrogate 

I  Renouf,H.G.  Springside  H.,  Gorey 

LSmallwood,R.T.    The  Palace  S.,  Bewdley 

rBedworth.W.J.  a.d.  ThePalaceS., Bewdley 

I  tHarper,C. 

I         Kirkmanshulme  Gram.  S.,  Longsight 

I  Hill.A.G.  Margate  Gram.  S. 

I  Johnson, E.L. 

I  Greystones  S.  for  Boys,  Scarborough 

l^WiIson,K.W.  The  Douglas  S.,  Cheltenham 

^Beiimnre,C.H.  Bickerton  H.,  Birkdale 
I  Deaii.H.  Eccles  Prep.S., Rowsley, Worsley 
1  McGuinness,S.  Grosvenor  Coll.,  Carlisle 
I  tTaylor.N.H.  WallingbrookS., Chulmleigh 
l^tWhitney,N.F.  Margate  Gram.  S. 

I'Gooding,  N.  R.  WallingbrookS.  ,(3hulmleigh 
I  Kennerley,G.J.  West  CliftS.,  Preston 
I  Manks,M.  Fitzroy  S.,  Crouch  End 

I  Morgan, J.  P. 
1  Greystones  S.  for  Boys,  Scarborough 


I  Smith, E.C.  St«yne  S.,  Worthing 

I  tWaterfleld,W.H.  Froebel  H.,  Devonport 
LWetherell,C.  Ousegate  S.,  Selby 

fLawreuce.L.E.        Froebel  H.,  Devonport 
I  Maddicott.K.J.      Mt.  Radford  S.,  Exeter 
I  Mallett.R.W.         Cambridge  H.,  Norwich 
I  tPead,R.G. 
L      Buckingham  Place  Acad.,  Portsmouth 


Clare,R.A. 


Norwich  High  8.  for  Boys 


^tArnison,R.L. 

Eccles  Prep.  S.,  Rowsley,  Worsley 
i  Church, J.A.  Norwich  High  S.  for  Boys 
I  Mills, C.W.  s.  Cambridge  H.,  Norwich 
I  Stavordale,K.  Ion  H.,  East  Molesev 

I  Walsh,D.W. ./. 
L  St.  Joseph's  S.,  Highgate  Hill,  N. 


Margate  Gram.  S. 
Manor  H.,  Clapjiam 


CBrown,W.R.  c 

I  Doyle,C.W. 

I  LeBrun,S.C. 

I  Oxenford  H.,  St.  Lawrence,  Jersey 

Ling.B.  Norwich  High  S.  for  Boys 

I  Wentworth,J.A.N.     Steyne  S.,  Worthing 

Wimble,  W.J. 
L    Southland's  Grani.S.,Littlestone-on-Sea 

|- Andrews, W.F.  Steyne  S.,  Worthing 

Atkinson,  A.H.  Grosvenor  Coll.,  Carlisle 
tBuwen,T.  Old  College  S.,  Carmarthen 
Crips.A.W.  Highbury  Parks.,  N. 

tRobinson,H.D. 

Montgomery  Coll.,  Sharrow,  Sheffield 
Wood, J. W.  Craven  Park  Coll.,  Harlesden 

Bowell,A. 

Skelsmergh  H.,  Cliftonville,  Margate 
Cogswell,J.B.  d. 

The  Philological  S.,  Southsea 

Draysey,R.  The  Palace  S.,  Bewdley 

Moderate, D.         Grosvenor  Coll.,  Carlisle 

Osborne, J.  L.     Norwich  High  S.  for  Boys 

1  Pickup,F. 

1  'The  Modern  S.,  Streatham  Common 

VTimberley.C.D.  Private  tuition 

('Farish,W.W.  St.Aubyn's,WoodfordGrcea 
VHuggins,G.W.   Norwich  High  S.  for  Boys 

f'Goosey,T.S.  Manor  H.,  Clapham 

I  Sutton, D.  Bickerton  H.,  Birkdale 

LWood,F.H.     The  Palace  School,  Bewdley 

fBeech.H.G.  Dudley  H.,  Lee 

I  Bromley, A.J.    Norwich  High  S.  for  Boys 

I  Chambers,G.D. 

I  Greystones  S.  for  Boys,  Scarborough 

I  Morgan, W.  d.  Old  Colleges.,  Carmarthen 

I  Neubert.F.R.         Bickerton  H.,  Birkdale 

I  WiUiams,D.B.  .s. 

L  Arlington  Boys'  Prep.  S.,  Porthcawl 

'Anderson, C.J.  Cambridge  H.,  Norwich 
1  Anderson, R.  Norwich  High  S.  for  Boys 
1  Cole, J.  Grosvenor  Coll.,  Carlisle 

I  Gray,F.A.  e.  Glenarm  Coll.,  Ilford 

I  Holmes,R.W.N.  GrosvenorCoU.,  Carlisle 
l,Royffe,E.A.  Manor  H.,  Clapham 

Larbalastier,L.A. 

The  Jersey  Slodein  S.,  St.  Helier 

|-Neubert,E.W.  Bickerton  H.,  Birkdale 
I  Tazewell,E.B. 

I  The  School,  Wellington  Rd.,  Taunton 
LTiins,C.F.  Manor  H.,  Clapham 

CGriltiths,J.P.  Stevne  S.,  Worthing 

I  Hughes,E.J.  St.  Mary's  Coll.,  Harlow 

I  James, J.  Margate  Comm.  S. 

1  Toinlinson,H.  Southport  Modern  S. 

^Turton,R.  Scarborough  College 

rBamford.C.D. 

I  Arlington  Boys'  Prep.  S.,  Porthcawl 

I  Cox,F.L.  Newquay  Coll.,  Cornwall 

I  Hare,O.D. 

I         The  School,  Wellington  Rd.,  Taunton 

I  Noble, P.B.  Cambridge  H.,  Norwicli 

I  Penfold,H.E. 

Brownlow  Coll.,  New  Southgate 
I  tWolstenholme,J. 
I.,       Montgomery  Coll.,  Sharrow,  Sheffield 

CBouine.J.L.  The  Palace  S.,  Bewdley 

I  Brown, W.F.  Scarborough  College 

I  Smallwood,  A.H.  The  Palace  S.,  Bewdley 
1  Vigot,J.A.  Springside  H.,  Gorey 

^,WiUiains,C.E.  Steyne  S.,  Worthing 


rCole,W.L.H. 


The  Palaces.,  Bewdl.- 


I  Goll,H.C.  Southport  Modern  .S. 

i  Harris, L.G.  St.  Anbyn's,  Woodford  Green 
LYouiig,E.N.  Fitzroy  S.,  Crouch  End 


('Lowe,J.R. 
LParsons,S.H. 


Ashland  High  S.,  Wig.in 
Manor  H.,  Clapliain 


f  Kouyuumd.iian,A.H. 

I  Gram.  S.,  Chorlton-cum-Hanly 

Thompson-KeUy,H.E.G. 
L  Grosvenor  Coll.,  Carli.sle 


Feb.  1,  1915.J 


THE  EDUCATIONAL  TIMES. 


89 


CLASS     LIST 


GIRLS, 


For  Ifsf  of  Abbreciations,  see  page  84. 


SENIOR. 
Honours  Division. 

Briggs.I.L.  .^.e.a.al.f.d. 

Crouch  End  High  S.  &  Coll.,  Hornsey 


SENIOR. 
Pass  Division. 

Langston,M.R.  s.mu. 

Rock  Hill  S.,  Clralmleigh 
Garner,A.A.F.  h  mu. 

Rook  Hill  S.,  Ohulmleigh 

Fozard.P.  Girls'  High  S.,  Rothwell 

f  Clark, A.M.  (?o.  Private  tuition 

^LQvy,L,^.h.  Private  tuition 

Snow,K.A. 

Crouch  End  High  S.  &  Coll.,  Hornsey 
Thomas, M.  The  Gram.  S.,  Pencader 

Jesson,G.M.  Private  tuition 

Armstrong, L.G.L.  5. 

Pengweru  Coll.,  Cheltenham 
Evans, N.  The  Gram.  S..  Llanybyther 

Crump,  H.E.  d.  Private  tuition 

Unwin,K.M.  Elvaston,  TulseHill 

.Tones, E.  .s.  Private  tuition 

TipIady,E.A.  Private  tuition 

('Curtis.A.M.  High  S.,  Twickenliam  Green 
Davies,J.  fb.  Private  tuition 


Davies,N.M. 


Tutorial  S.,  New  Quay 


I 
I 
I  Rees.J.  The  Gram.  S.,  Llanybyther 

^Smith,I.G.V.  do.  Private  tuition 

Macleod,E.M.M.  Private  tuition 
fStephen.B. 

I  Hill  Crcft  High  S.,  Stamford  Hill 

LWhite.E.M.B.  Private  tuition 

Bishop.B.M.  Private  tuition 

Owen,G.  Private  tuition 

Simmons,  A.  Private  tuition 

Phillips, H.M.  Private  tuition 

Jones, M.  Private  tuition 

Thomas,  A.  Private  tuition 

Denty,R.  Piivate  tuition 

('Powell,S.A.  Private  tuition 

•- Williams, E.J. A.  Private  tuition 
Evan.s,M.             The  County  8.,  Wliitland 

Nicholls,A.M.  Lewannick,  Launceston 

Stephens.E.A.  Private  tuition 

Phillips, B.  Private  tuition 

Jenkiiis,A.SI.  Private  tuition 


JUNIOR. 
Honours  Division. 

Henderson.J.T.  s.al. 

Crouch  End  High  S.  &  Coll.,  Hornsey 
Reeve8,S.I.  s.t. 

Sunnyland,  Henley-on-Thames 
Wood,K.E.  s.al. 

Crouch  End  High  S.  &  Coll.,  Hornsey 
Letts.  N'.E./. 

Crouch  End  High  3.  &  C"ll.,  Horn.^sey 
Cohen, F.L.  The  Limes,  Buckhurst  Hill 
8uHildon,N.G.  e.viu. 

Rock  Hill  S,  Chulmleigh 
Heslop.C. .M.  s.  Private  tuition 

Mills,C.E.L./d. 

Pengwern  Cull.,  Cheltenham 


Yoiing,B.A.  nl.f.  Fin3buryParkHighS.,X. 
Harper,M.A.  Convents.,  Cannock 

Millward.B.A.  n.e.U.f.  Royal  Masonic 

Inst,  for  Girls,  Clapham  Junction 
Thirtle,R.A.-.    Clark's  Prep.S., Ealing, W. 


JUNIOR. 

Pass  Division. 

Betteridge,D.W.  a.al.bk.     Private  tuition 

^Adams.D.E.M.  do.  Private  tuition 

Jay,A.L.L.  (I.  Royal  Masonic 

Inst,  for  Girls,  Clapham  June. 

Lowe.M.W.X.  ,«. 

Calthorpe  High  S.,  Edgbaston 

Turver.P.  (dj.  Private  tuition 

Keny,M.  mu.     Rock  Hill  S.,  Chulmleigh 

Godfrey,M.E.  Private  tuition 

fHorwood.A.M.  .^. 

I  Co:ne  Vallev  S.,  Rickmansworth 

l,Tyson,D.R.  rf.  Belle  Vue.  Heme  Bay 

♦Bntting.G.M.  Trinity  H.,  Bexhill-on-Sea 

King,  I  .V  c. 

Dunmore  S.,  St.  Leonards-on-Sea 
CAmos  P  M.    Taukerton  Coll.,  Whitstable 
1  Bolsover,I.F. 
L  Dual  Secondary  S.,  Woodhouse 

Bagaley,K.E.  .v. 

Girls'  Gram.  S.,  Southgate,  Sleaford 
f  ^Hochberir.E.  gc.  Private  tuition 

tJones.G.V.  Private  tuition 

Boston. C.A.N,  s.        Elvaston,  Tulse  Hill 
f  Fnster.E.  uLhk.  Ousegate  S.,  Selby 

l^Wilson  D.rf.  NormaS., Waterloo,  Liverpool 

"Jackson, W. -•.-.  Privale  tuition 

f'Bryan,K.N.  .^.h. 

I  Bi-aconsHeld,  Weston-super-Mare 

LMoody,C.E.A.  Ryde  H.,  Ripley 

Carr.E.  Lime  Tree  H.,  York 

rAllen,A.S.  Pencraig  Coll.,  Newport 

I  Laming, V.M.  -s\ 
I.,  Girls'  Gram.  S.,  Southgate,  Sleaford 

♦Edwards, B.  Private  tuition 

Tojng.n.  s.c 

StockwellOrphanageGirlsS.,CtaphamRd. 
f'Lyons,C.  Convent  S.,  Cannock 

1  Passmoi-e.O.C. 

I  Norma  S.,  Waterloo,  Liverpool 

[  Smith, P.M.  s./.  Private  tuirion 

*Rosser,W.J.  Private  tuition 

('Cavev,M.A.  Wellington  Coll.,  Ha-tings 
LHackwood,B.M.  a.  Private  tuition 

l'Geiselbrccht,M  C. 

Wellington  Coll.,  Hastings 
I  *0'Dor.nell,A.M.  Private  tuition 

I  Proud  n.  Private  tuition 

I  Short.  W.  Private  tiiitioti 

I  *«'hiting,E.E.  Ryde  H..  Hipley 

f'*DaviHS,M.B.  Private  tuition 

^  ♦Phillips,H.  do.  Private  tui' ton 

,  Ham-  ond.D.M 

I  Crnuch  End  High  S.  &  Coll., Hornsey 

1,-Phillip^  W.F./.  Private  tuition 

R  chidson.B. K.    Eastrop  H., Chichester 

Cli,andler,L.  s.  Roial  Masonic  ln«t. 

I  for  Girl^,  Clapham  Junction 

I  *Jones.M.E.  Private  tuition 

I  *Th as,  I..  Private  tniti^n 

I  Williatns.A.E.  Private  tiutioti 

tWorrill.F  M.  LinwoodS.,  Altriiichaiii 
('Brnivn,M.R.  The  Limes,  Ruckliurst  Hill 
l,H»g8eft,a.M.s  Girls' High  H.,Hi._'hbad^'e 
motley, W.M.  Brookville,  Filei 

'  Ramsay,  L.C.  e.nl.  Private  tnitini. 

Adams, M.  Private  tuition 

JackMMi  M.  e.  Clare  H..  St  Albans 

L  rh.unas, T.F.  Collii  gwood  Ooll  .  I.e.- 

*Sinipsuii,B  M.  Private  tuition 


Private  tuition 
Private  tuition 


f  Fletcher,M.  (?.  Private  tuition 

I  Morgan,  D.M.W. 

1^  Wellington  Coll.,  Hastings 

Hunt,D.C.  Private  tuition 

f  Rowlands. B. 
L'  Webster.R. 

I  Clipshara,0. 

I  Girls'  Gram.  S.,  Southgate,  Sleaford 

I  Tarbit,K. 

L        Saltburn  High  S.,Saltburn-by-the-Sea 

Hind, P.  s.      High  S.,  Twickenham  Green 
(..Lawrie.A.  Ousegate  S.,  Selby 

Protheroe,O.J.  Private  tuition 

/'Kestertou,V.G.  Private  tuition 

1  "  Veuables,M.K. 
L  Pengwern  Coll.,  Cheltenham 

Melnikofr,L.C. 
1  Dunmarklyn,  Weston-super-Mare 

I  Paine, P.M.  Private  tuition 

l^'Thotnas, E.A.  Private  tuition 

Davies.C  A.  Private  tuition 

i.Evans,I.E.  Glenlea,  Heme  Bay 

r*Morgan,G.  Private  tuition 

LPike.E.L.  .s.  Private  tuition 

(-Burdett.J.      High  S.,  Twickenham  Green 
I  Cowell,M.H. 

Central  Girls'  S.,  Weston-s.-Mare 
I  Dunn.Y.A.  s.  Newry  Lodge  S., 

I  St.  Margaret's-on-Tliames 

I  Farrington.B. 

I  Hill  Croft  High  S.,  Stamford  Hill 

^Humphries, E.M.  Private  tuition 

'Entwistle,D.H.  Springfielil  S.,  Stockport 
Granger.D.H.  Lime  Tree  H.,  York 

'     McMillan, H.M.L.  Private  tuition 

I  Rees,M. 

L        Mill  St.  Higher  Elem.  S.,  Pontypridd 

f"  Benson, E. A.  Private  tuition 

I  Speneer,F.M.  s. 

1^  1  Madeira  Villas,  Hayling  Island 


Wintersdorf,  Birkdale 
Private  tuition 


Private  tuition 
Private  tuition 

Private  tuition 


rCattell,G.M. 
l.-Foot,H.J. 

Cattell.D  E. 

Norton  Lodge  S.,  Small  Heath,  B'ham 

f'Cranstone,C.R. 
'/JoneSjG. 

Evans,F.A. 

rChristopherson.E.  F. 

(  206  Amhurst  Road,  Hackney 

LSeddon.I.M.  Penketh  School 

*.\lartin,G.E.  Lime  Tree  H.,  York 

Mellor,F.  Private  tuition 

'  Berry, G.V.  Private  tuition 

I  Dennis, W.F.  Chiswick  Girls' S. 

L*Scourtield,M.     The  County  S.,  Whitland 

I  •Roberts.L.A.  Old  College  S  .Carmartlieii 
Sellar,  E.  F.  Finnart  S. ,  Newquay, Corn  wall 

^Jojies,M.  Private  tuiti  n 

*Roberts,L.G.  Private  tuition 

LScribot  M.G.     Scarisbrick  Cidl.,  Birkdale 

f  Price, A.M.     Pengwern  Coll.,  Cheltenliam 
Travers.D.C.  Convents.,  Cannock 


l'*WilIiams,A.N. 
L'Wood.J  .M. 


Private  tuition 
Private  tuition 


Wood.K  M.  The  Limes,  Bnckhurst  HiU 
Howe,W.M.  The  Limes,  Buckhurst  Hill 
Davies,li.         Old  College  S.,  Carmarthen 

I  jBlleries,E.L. 

l^  Higher  Grade  S.,  Mountain  Ash 


PRELIMINARY. 

Honours  Division. 

Hancock, T  J.B.  e.a.f.d  mu. 

Bock  HillS.,  Chulmleigh 
Gieve,0.  E  s.e.do. 

Crouch  End  High  S.  &  Coll.,  Hornsey 


Hick, B.J.  .s.e.j7.a. 
Southland's'Graiu.S.,Littlestone-on-Se.^ 
rAufholz,A./. 

I  Arundell  H.,  Highbury  New  Pk. 

I  Watson,  F.  ^.e.h.a.nl. 
\_       Crouch  End  High  S.  &  Coll.,  Hornsey 

Anning.N.D.  ^.e.g.a. 

Dunraven, Higher  Brimley.Teignmouth 

Trible.M.P.  s.a.id.hk.  HolsworthyGram.S. 

Gray.D.  c.g./.d.  Brookville,  Filey 

Cole.D.M.F.G.  al.     Holsworthy  Gram.  S. 

McKenna,O.F.  s.  Penketh  School 

Gardner,  F.K.  s.c 

Crouch  End  High  S.  &  Coll.,  Hornsey 
rBalchin,G.A.M. 

I  Pemberton  Coll.,  Upper  Holloway 

I  Gould. L.E.c. ma.  Rock  Hill  S.,Chulmleigh 
LLean,K.D.  ■■!.g.o.  al.  Penketh  School 

Horsey, M.K.  e.a.al.f. 

St.  Mary's  Coll.,  Harlow 
Dunn,J.M.  ol. 

Crouch  End  High  S  &  Coll.,  Hornsey 
Werinig,M.G.  f.e.o.  Belle  Vue,  Heme  Bay 

TDyer.C.L.  d.    Mount  Pleasant,  Plympton 

I  Harrison, F.H.  e.mu. 

I  Rock  Hill  S.,  Chulmleigh 

Smyth, M.  Rock  Hill  S.,  Chulmleigh 

/'Hern,K.M.  c.a.al. 

I        Crouch  End  High  S.  &  Coll.,  Hornsey 
I^Worniald.D.  .5.      Girls'  High  S.,  Rothwell 

rUunk.M.L. 

I         Crouch  End  High  S.  &  Coll.,  Hornsey 

tGrabham,H.M.e.  Rock  Hill  S, Chulmleigh 


PRELIMINARY. 
Pass   Division. 


rtButtery,V.  Ousegate  S.,  Selby- 

I  Robinson, M.E. 

I        Cniuch  End  High  S.  &  Coll.,  Hornsey 
tSinith,C.D.  Ousegate  S.,  Selby 

f  Blacklock.M.E.  g. 

Fairlie,  Grassendale,  Liverpool 
I  Maas,M.  g.      Chester  H.,  South  NorwooA 
I  Robinson, E.  s.h.a. 
\.  Clark's  Prep.  S.,  Ealing,  W. 

Wright, E.  g.        Inglewood  S.,  Mobberley 

Fisher,F.M.  al. 
!  Pengwern  Coll.,  Cheltenham. 

l,Helliwell,E.M.  g.a.  Penketh  School 

r Andrew,  A.. M.,a  a.  RockHiUS., Chulmleigh 

'  Knncky, G.G.J,  e.ct- 

l.  Rock  Hill  S.,  Chulmleigh 

Griffiths,  V.F.M   s.g.   Steyne  S,  Worthing 
fWalhonrn.C.l.V.  RydeH.,  Ripley 

I  Wills.J  M.  e. 

!,  Crouch  End  High  S.  &  Coll.,  Hornsey 
rBale,M.E.  s.  Rock  Hill  S.,  Chulmleigh 
I  Barrett,H.K.  s.  Exmouth  Villa.  Stoke 
LFurd,R.  Minton  H.,  Padworth 

Down,E.A.  o.  Rock  Hill  S  ,  Chulmleigh 
rtHaynes.E.L.  Wintersdorf,  Birkdale 
i  Kelsall,E  C.  Penketh  School 
LLewis.C.M.  a.  Collingwood  Coll.,  Lee- 
Richardson, B.  Springfield  S-,  Stockport 

Pr.uit,G.E.I.G.  .«.     Bxiiiouth  Villa,  Stoke 
I  Robbers.B.M.E.  s. 
L     Alexandra  Coll.,  Shirley.  Smthamptun. 

rCaul.iwell.E.M.  e. 

I        Crouch  End  High  8.  k  Coll.,  Hornsey 

I  tCorner,B.M. 

Clark's  High  S.,  Tufuell  Park 
I  Gough.D.  Fairlie,  Grassendtle,  Liverpool 
I  Hui;lies,M.J.  Wellii  gton  Coll.,  Ha.stings 
I  Mansell,S.  Wpllitiftou  Coll.,  Bastings 
I  Ross.A.M.s.  St.Helei.'sColl  .Seven  Kings 
l.,Ste\vart,C.M.s    Scarisl.rick  Coll., Birkdale. 


90 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


GIRLS,  PlUXIMIKARY,    FA^H—C'iltlitUtf'd. 

f  Douthwaite.O.A. 

I      Alexandra  Coll.,  Shirley,  Sniithamptoii 
I  Grifflths,J.  .S-.  Penketli  School 

l.Kelsall,A.L.  s.  Penkelh  School 

rtCliristie.J.S. 

j  Central  Gii'ls' 8.,  Weston-super-Mare 

I  tClark,C.V.  Private  tuition 

I  Farmer, N. 

1      Alexandra  Coll.,  .Shirley,  Southampton 

I  Kemp, K.. I.  fil. 

I       Crouch  End  High  S.  &  Coll.,  Uornisey 

I  tPaiue,M.  Hill CroftHighS., Stamford Hiil 

1  Rowland, D..J.  J. 

Springfield  Coll.,  Whitstable 
Lsteele,M.H.  ».  Belle  Vue,  Herne  Bay 

'Brown,  J. I.  Westoe  High  S. ,  South  Shields 
■tCopeland.A.D. 

Girls'  Gram.  S.,  Southgatc,  Sleaford 

Garry,M.J.  Private  tuition 

Gay.M.  B.  Priory  College,  Hornsey 

LPiper,A.L.  Sunnyland, Henley-on-Thames 

('A'Be3r,B.M. 

I  Sunnyland,  Henley-on-Thames 

I  B.irdo,D.B.       Preswylfa  High  S.,  Cardiff 
LEtherington,C.  1.  h.  Iselden, Bournemouth 

rMorgan,W.H.C.WellingtonColl., Hastings 

I  Ratclilie,N.  q.     Highfield  Coll.,  Bispham 

I  Salsbury,G.M./. 

I  Mount  H.,  Melbourne,  Derby 

I  Steward, H.M.      Priory  College,  Hornsey 

LWiIlis,A.M.  .«.     Aintree  High  S  , Liverpool 

rFairbarns,K.M.     St.  Johns  Coll.,  Brixton 

I  tWillianis,K.B. 

I  Clark's  High  S.,  Tufnell  Park 

CWilliains,M.H.  s.     Belle  Vue,  Herne  Bay 


CBrotherton.G.E.  e. 

I  Crouch  End  High  S.  &  Coll.,  Hornsey 

1  Leah,K.M.  c.       Springfield  S.,  .Stockport 

I  Martin, G.    Norma  S.,  Waterloo,  Liverpool 

I  Pickford.A.N.  s.         Steyne  S.,  Worthing 

I  Porter,!.  ,~. 

I     Clark's  Coll. .Upper  Richmond  Rd.,S.W. 

I  Scovell,M.K.  s.  Steyne  S.,  Worthing 

I  Wilkinson, I. M.  e. 

L  Aintree  High  S.,  Liverpool 

fBanistcr,D. 

Dunuiore  S.,  St.  Leonards. on-Sea 
Holmes, E.H.  ■<. 

Brickwood  Lodge  S..  Tonbridge 

fFitchett.W./.  jrountH.,Melbourne,Derbv 
LMellor.M.  Highflcld  Coll.,  Bispham 

("Brookes,  H.M.St.Helen'sColl.,SevenKings 

lEscolme.E.A.  s.  Penketli  School 

fArcher,N.     Mount  H.,  Melbourne,  Derby 

1  Cavey.G.C.U.    Wellington  Coll.,  Hastings 

I  Ch.-iplin,F.L.E. 

I       Highams  Park  S.,  Hale  End,  Chingford 

I  Davidson,S.C. 

I     Clark's  Coll., Upper  Richmond  Rd.,S.  W. 

I  Hare.K.M.  Iselden,  Bournemouth 

I  Irving,  1.  Girls'  Modern  S.,  Torquay 

I  Montgomery, L.A.  .s'. 

I  London  Coll.,  Goodmayes 

I  Polden,A.S. 

L     Southland'sGrara.S.,Littlestone-on-Sea 

Meredith,C. 

Crouch  End  High  S.  &  Coll.,  Hornsey 


rUayes,JI.E.T.  ).. 

Dunmore  S.,St.  Leonards-on-Sva 
LtStewart,E.M.  Scarisbrick  Coll.,  Birkdale 

('Lakin,E.  Fauntleroy,  St.Leonards-on-Sea 
LOwton,V.T.  Ion  H.,  East  Molesey 

fDa\ves,M.ai.  e.d.  LondonColl.,(!aodmayes 
l,Way,F.E.  Steyne  S.,  Worthing 

rActon,E.  InglewoodS.,  Mobberley 

I  Brown, M.I. 

I  Alexandra  Coll.,  Shirley,  Southampton 
I  Dace,A.M.  Girls'  High  S.,  Highbridge 
1  Ross,M.F.  .s.  Aintree  HighS.,  Liverpool 
LWatts,D.M.      Girls'  High  S  ,  Highbridge 

Robathan.L.S. 

Pemberton  Coll.,  Upper  Holloway 

CLeigh,M.  Scarisbrick  Coll.,  Birkdale 

l^Macfarlane,H.    Rock  Hill  S.,  Chulmleigh 

Prout,D.        HighS.,  Twickenham  Green 


|'LeSueur,E.E. 
LMatthews,R.G. 


Les  Marais,  Gro\iville 
Holmlea,  Ongar 


Thomson, E.F.M.  .*.  Iselden, Bournemouth 


rGobIe,R. 
l^Smith,G.M. 


Exniouth  H.,  Hastings 
Wellington  Coll.,  Hastings 


rBailey,I.K.  s. 

I  Queen's  S.,  Cliftonville,  Margate 

I  Drury,0.  Private  tuition 

I  Morgan, E.        Lulwortli  House,  Caerleon 

I  Passmore,P.G.  .s-. 

l^  Norma  S.,  Waterloo,  Liverpool 


rlOrake,A.O. 
IG     ■        -- 


Chiswick  Girls'  S. 
Grahani,E.M. 
I  Evelyn  High  S.,  Upper  Holloway 

I  Hobdell,P.  s.  ' 

L  St.  Helen's  Coll.,  Seven  Kings 

fLcGros,  D.J.  s. 

I  The  Crown  S.,  St.  Martin's,  Jersey 

I  Ormiston,M.T. 

Newry  Lodge  S.,  St.  Margarot's-on-Thames 
1  tSperring.D.M. 
L         Central  Girls'  S.,  Weston-super-Mar.- 


fHayes.M. 


Private  tuition 


I  Poulsen.B.D.  ri.  London  Coll., Goodmayes 
LWalters.E.G.        St.  John's  Coll.,  Brixton 

CHodges.G.A. 

I      Alexandra  Coll.,  Shirley,  Southampton 

l^Plumpton,M.s.  ScarisbrickColl.,Birkdal(; 

rMellish,E.M.         St.  Mary's  Coll.,  Barnes 

I  tPotts,F.W. 

L    Royal  Schools  forthe  Deaf,  Old  Trafford 

Stca<l,W.C.    Pengwern  Coll.,  Cheltenham 

rLeSueur,B.M.  Les  Marais,  Grouvilh' 

l,Prodham,P.       St.  Peter's  S..  Blackheatli 


Morcton.E. 


Newport  H.,  Edgbaston 


Tremlett.E. 

Hill  Croft  High  S.,  Stamford  Hill 


Fi'ancis,M.G.   BrownlowCoU., Bowes  Par;.- 


LOWER    FORMS    EXAMINATION.  -  PASS    LIST.    CHRISTMAS.    1914, 


BOYS. 


Abraham, W.H.  Penketh  School 

Albright,W.D.  Penketh  School 

Andrews,  R.H  H.  Penketh  Scliool 

Arbery,W,C.  Tlie  Grammar  S.,  Ongar 

Ashcroft,P.  Southport  Modern  S 

Atkinson, R.F.E.  Penketh  School 

Axford,E.C.  Manor  H.,  Clapham 

Axou,W. 

Skelsmergh  H.,  Cliftonville,  Margate 
Back, CO.  Shoreham  Gram.  S 

Bailey,  K.  Streatham  Gram.  S. 

Bainbrifige.A. 

Dxeuford  H.,  St.  Lawrence,  Jersey 
Ball.F.A.  Margate  Gram.  S, 

Ball.G.W.  Margate  Gram.  S. 

Bangs, T.W.T.  St.  Aubyu's,  Woodford  Green 
Barber.B.K. 

The  Scliool,  Wellington  Rd.,  Taunton 
Barnes,C.G.  Frome  Blue  Coat  S. 

Benest.A.J,  West  End  S.,  Jersey 

Bennett.D.P.  Steyne  S.,  Worthing 

Berg.E.  Argyle  H.,  Su  derland 

Berry.G.  York  Minster  Choir  S, 

Bibb,R.F.  The  College,  W^eston-super- Mare 
Blake.W.D.  Kent  Coast  Coll.,  Herne  Bay 
Bolton, H.L.  Godwin  Coll.,  Margate 

Booth, O.E.  Shoreham  Gram.  S. 

Bouldiug,G.C.  Godwin  Cnll  ,  Margate 

Bragg,H.H.J.  Eton  H.,  Souchend-on-Sea 
Brain, A.E.  Shoreham  Gram.  S. 

Braine,L.S.  St.  Helen's  Coll.,  Seven  Kings 
Brice.N.S.  Kelvin  Coll.,  Penarth 

BrowD,E.W.  West  End  S.,  Jersey 

Brown, J.  Argyle  H.,  Sunderland 

Browne, J  S.  ohoreham  Gram.  S. 

Buonaparte,  F.B. 

The  Modern  S.,  Streatham  Common 
Burke,R.H.  West  End  S.,  Jersey 

Burrows.J.A. 

Elmhurst,  Kingston-on-Thames 
Gaffyii,F.  Shoreham  Gram.  S. 


Calver,J."\V.A.  St.  Aubyn's,  Woodford  Green 
Cannell,J.  Streatham  Gram.  S, 

Cannon,  W.D. 

St.  Thomas'  High  S.,  Woodford  Green 
Carr-Hill.R.W.  Shoreham  Gram.  S. 

Carruthers.J.H.  Argvle  H.,  Sunderland 
Carter.O.  The  Jersey  Modern  S.,  St.  Helier 
Carter,P.C.  Clark's  Modern  S.,  Forest  Gate 
Casserley.H.F.  Godwin  Coll.,  Margate 

Gawley,R.  F.  The  Jersey  ModernS.,St.  Heliei 
Chaffer,R.  Steyne  S..  Worthing 

Chambers,  A.H.  Shoreham  Gram.  S, 

Chandler,C.G. 

Elmhurst,  Kingston-on-Thames 
Chapman,  A.  G.  Norwich  High  S.  for  Boy; 
Chapu:.an,W.T.R. 

Fauntleroy,  St.  Leonards-on-Sea 
ChaRe,S.W.  Steyne  S.,  Worthin^ 

Chetwood.D.S.  St.  Aubyn's, Woodford  Green 
Chown.C.P. 

London  Coll.  for  Choristers,  Paddington 
Cobb,R.H.  Clark's  Modern  S.,  Forest  Gate 
Coleman, C.L.  Norwich  High  S.  for  Boy 
Collyer.T.  Norwich  High  S.  for  Boys 

Cookson,J.F.T.  Ion  H.,  East  Mole.sey 

Coombs  E.  W.A.  Frome  Blue  Coat  S. 

Cottee.H.G.  TheCollege,  Weston-super-Mare 
Coutanche.H.E. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Cranwell,G  P. 

St.  I'honias'  High  8.,  Woodford  Green 
Curry ,  W.J.  The  Jersey  Modern  S.,St.  Helier 
Curthoji  s,J.E.G.  Streatham  Gram.  S. 

Curwen,L.  Southport  Modern  S. 

Cuthbert,B.  Highbury  Park  S.,  N. 

Dale, A.  The  Jersey  Modern  S.,  St.  HeliC' 
DaUain,J.A. 

Oxenford  H.,  St.  Lawrence,  Jersey 
David, H.W.  St  Johns  Coll..  Brixton 

Day,B.H.  Cliftonville  Coll.,  Margate 

Dean.R.A.W.      Heathfleld  H.,  Crouch  Hill 


deRusett.D.E.  Manor  H.,  Clapham 

Devereux.M.E.  Shoreham  Gram.  S. 

Dick,N.H.  Fitzroy  S.,  Crouch  End 

Dorey.F.R. 

Ox<aiford  H.,  St.  Lawrence,  Jersey 
Ducat.D.  Highbury  Park  S.,  N. 

Dun  ford,  K.E.  Richmond  Lodge,  Torquay 
Dunston,K.  New  Coll.,  Harrogate 

Dupr(^,M.L. 

St.  Thomas'  High  S.,  Woodford  Green 
DuPuis.J  C.  Private  tuition 

Dyson, H.F.  Herne  Bay  College 

Edwards, B.S.D.  Eton  H.,  Suuthend-on-Sea 
Edwards, G.W^.  Norwich  High  S.  for  Boys 
Ekrnan.O.  Shorehani  Gram.  S, 

Elkin.W.J.  Shoreham  Gram.  S. 

Ernptage.F.E.  St.  Dunstau's  Coll.,  Margate 
Evans, A.  Hove  College 

Kalkus,A.W.  Eton  H.,  Southend-on-Sea 

Falle.P.  The  Jersey  Modern  S.,  St.  Helier 
Farley,J.H.  West  find  S.,  Jersey 

Farrer.A.J.  York  Minster  Choir  S, 

Perbrache,R. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Fiddes,A.C.  Kelvin  Coll.,  Penarth 

Filley,E.W.  St.  Dnnstan's  Coll.,  Margate 
Fisher,  J.  Norwich  High  S.  for  Boys 

Fletcher.N.G.  Eccl-^sbourne  S.,  Wimbledon 
Folks,W.  R.A.  Eton  H.,  Southend-on-Sea 
Follett,H.H.  EcclesbourneS.,  Wimbledon 
Forde.T.V.  Godwin  Coll.,  Margate 

Forge.C.C.  The  Grammar  S.,  Ongar 

Porsyth,R.H.  St.  John's  Coll  ,  Brixton 
Galpin.D.H.  Hernf  Bay  College 

Galpin.R.W.  Herne  Bay  College 

Ganintage.F.E.D. 

Worcester  Coll.,  WestclifT-on-Sea 
Gates, J.  F.  The  High  S..  Brentwood 

Gibbs.A.G.  Godwin  Coll.,  Maigate 

Gieve.H.P.  Heathfleld  H.,  Crouch  Hill 

Glasspool,D.R.  Shoreham  Gram.  S. 


Glayslier.R.H. 

St.  Catlieriue's  Coll.,  Richmond 
GlazebrookjJ.H.  Shoreham  Gram.  S. 

Gossliug,U.J.  New  Coll.,  Harrogati- 

Graham, E.  Shoreham  Gram.  S. 

Graham, T.F.  Argyle  H.,  Sunderland 

Greenaway.A.H. 

St.  Thomas'  High  S..  Woodford  Green 
Griffin, H.W.  West  End  S.,  Jersey 

Griffiths,R  D.  Godwin  Coll.,  Margate 

Gnbbin.J.H.  Manor  H.,  Clapham 

Hall.J.G.         St.  Aubyn's,  Woodford  Green 
Halliwell,N.S. 

Eccles  Prep.  S.,  Rowsley,  Worsley 
Hamilton, C.W.  York  Minster  Choir  S. 

Hamilton, N.McK. 

Elmhurst,  Kingston-on-Thames 
Hammerton,H.M.  HerTie  Bay  College 

Hammonds,  B.S.  Shoreham  Gram.  tf. 

Handtield.B.S.L. 

Worcester  Coll.,  Westcliff-on-Sea 
Harding,  L. 

Southampton  Boys'  Coll.  and  High  S. 
Hargreaves.E.S.  Southport  Modern  S. 

Hargreaves.J.  Southport  Modern  S. 

Harper,G.M. 

Worcester  Coll.,  WestcliflT- on-Sea 
Harper,  R.W\ 

The  College,  Weston-super-Mare 
Harrison. T.H.  Wallingbrook  S., Chulmleigh 
Hartley,E.H.  Penketh  Sch.iol 

Haslam,N.F.  New  Coll.,  Harrogate 

Hellyer,A.G. L.  Manor  H.,  Clapham 

Henman,F.E.  Shoreham  Gram.  S. 

Hicks, A.  Margate  Gram  8 

Hiller.U.J.  Streatham  Gram.  S. 

Hogbiii,R.A.    Kent  Coast  Coll.,  Hern*-  Bay 
Hoilis.S.L.  Steyne  S.,  Worthing 

Holloway, C. A.H.  Shoreham  Gram.  S. 

Holloway, R.J. L. 

Southampton  Boys'  Coll.  and  High  S. 


Feb.  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


91 


BOYS,  Lower  FoRns—Contltiiicd. 
nolt.B.O'D.    St.  Aubyn's,  Woodford  Green 
Holz.J.  St.  John's  Coll.,  Brixton 

Horswell.P.A.  The  Grammar  S.,  Ougar 

Horton.G.D.  Ill  Holly  Lane,  Erdington 
Huchet,J. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Inns.L.C.  Cliftonville  Coll.,  Margate 

Jackson,  A. H.  St.  Aubyn's,  Woodford  Green 
Jackson, E.  Hyde  Gram.  S 

James, H.T.  Shoreham  Gram.  S, 

Jenk3,P.C.  Penketh  School 

Jessop,A.  Penketh  Schot) 

Johnston, R.C.  Shoreham  Gram  S 

.Johnston, R.L.  St.  Placid's,  Ramsgate 

Jones, A.M. 

The  Modern  S.,  Streatham  Common 
Joscelyne,  A.  W.  A. 

Richmond  Hill  S.,  Richmoni: 
Jupe,C.R.  Shoreham  Gram.  S, 

Kerr.W.H.  The  College,  Weston-super-Mare 
Kilburn.J. 

Kingsholme  S.,  Weston-super-Mare 
Kimber.B.M.  Godwin  Coll.,  Margate 

King,E.  Plympton  Higher  Prep.  S. 

Kivell.E.  Holsworthy  Gram.  .S. 

Knapton.W.J.  Frome  Blue  Coat  S 

Lamy.J.  Oxenford  H.,  St.  Lawrence,  Jersey 
Lang.R.M.  Worcester ColL.Westcliff-on-Sea 
Lanning.F.E.W.  Scarboro'  Gram.  S 

Lawn,S.L.  Shoreham  Gram.  S. 

Lawrence,S. 

Southampton  Boys  Coll.  and  High  S. 
Learned, R.W.  Richmond  Hill  S.,  Richmond 
Leistikow,F.W.R. 

St.  Aubyn's,  Woodford  Green 
Le  Marquand.C.  West  End  S.,  Jersey 

Le  Miere,M.R. 

The  Jersey  Modern  S.,  St.  Helier 
LeSueur,A.H.  West  End  S.,  Jersey 

LeSueur.C.R. 

Harleston  H.,  St.  Lawrence,  Jersey 
ljeTouze,C.R.  West  End  S.,  Jersey 

Lincoln, J.  New  Coll.,  Harrogate 

Livingstone, H.  Southport  Modern  S 

Lucas, E.R.  Elmhurst,Kingstou-on-Thamef 
Lush,G.R.  Shoreham  Gram.  S 

Lyall.J.S.  Worcester  Coll.,  WestclifT-on-Sea 
Macfarlan,R.S.  Cliftonville  Coll.,  Margate 
.MacGregor.J.A. 

The  Western  Coll.,  Harrogate 
Manning,  H. 

Harleston  H.,  St.  Lawrence,  Jersey 


Mansfield, C.  Shoreham  Gram.  .S. 

Marshall.F.M.  New  Coll.,  Harrogate 

Mathias,B.P.  Highbury  Park  S.,  N. 

Mathieson,D.D.  St.  John's  Coll.,  Brixton 
Matthew, A.G. 

Kingsholme  S.,  Weston-super-Mare 
May.S.P  C.L  Streatham  Gram.  S. 

Mayze,.N'.L.  Cliftonville  Coll.,  Margate 

McClure,J.  Eton  H.,  Southend-on-Sea 

McKiuley-Hay,E.  Shoreham  Gram.  S. 

Millard.RJ.  Frome  Blue  Coat  S. 

Mitchell,E.W.  St.  Dunstan's  Coll., Margate 
Moat,S.  Shoreham  Gram.  S. 

Morgan. H.S.  New  Coll.,  Hairogate 

Mount.D.  Godwin  Coll.,  Margate 

Mugford.Lf.R.  Tothill  S.,  Plymoutl 

Musto.S.H.  Godwin  ColL,  Margate 

Nilen,B.G.  Heme  Bay  Colle^'f 

Nyman.A.  St.  John's  Coll.,  Brixtm 

Oliver, A.  Shoreham  Gram.  S. 

Oppen,A.H.  St.  Dunstan's  Coll.,  Margate 
Osborne.J.E. 

Worcester  Coll.,  WestclifT-on-Sea 
Osburn,G.G.  Shoreham  Gram.  S. 

Ouroussoff.M. 

Skelsmergh  H.,  Cliftonville,  Margate 
Overbury,S.J.  Mannr  H.,  Clapham 

Page.S.  The  Grammar  S.,  Ongar 

Paige, H.H.  Heme  Bay  College 

Paul,E.  D.  Margate  Gram.  S. 

Peace,  G.L. 

Eccles  Prep.  S.,  Rowsley,  Worsley 
Pearse.R.G. 

The  College,  Weston-super-Mare 
Pearson, L  Raleigh  Coll.,  Brixton 

Penman,R.W. 

St.  Thomas'  High  S.,  Woodford  Green 
Perkins.E.W.St.C.  Shoreham  Gram.  S 

Pickering, P.  W.  Bailey  S.,  Durban 

Pitcher,  R.M.  The  Douglas  S.,  Cheltenham 
Pitkin, H. A.  Heathtield  H.,  Crouch  Hill 
Platts,C.J.  Wilmslow  College 

Plumstead.F.E.  Norwich  High  S.  for  Boy 
Pockett,L.W.  Manor  H.,  Clapham 

Poole, H. A.  The  Grammar  S.,  Ongai 

Porter, J. D.  Norwich  High  .S.  for  Boy: 

Potter,N.C.  St.  Dunstan's  Coll.,  Margate 
PunsIion,G.W.  Penketh  Schooi 

Pye.F.B.  Streatham  Gram.  .■< 

Quick,  W.C.  The  College,  Weston-super-Mare 
Ransorae,F.H.  Penketh  School 

Ray,C.         Elmhurst,  Kingston-on-Thames 


Reece,J.R.  The  Grammar  S.,  Ongar 

Reid,D.C.  Slioreham  Gram.  .S. 

Reynolds, G.M.  Manor  H.,  Clapliam 

Richards, N.         Wembley  House,  Wembley 
Richardson, B.J. 

The  Jersey  Modern  S.,  St.  Helier 
Richardson, E.G. 

Southlands  Gram.  S.,  Littlestone-on-Sea 
Ricketts.L.M.  The  Douglas  S., Cheltenham 
Roberts,H.H.  Coll.  S.,  Colwyn  Bay 

Roddara.H.W.  Bailey  S.,  Durham 

Ross.E.  Raleigh  Coll.,  Brixton 

Rostance.R.      Kent  Coast  Coll.,  Heme  B.y 
Rnwles,C.H.  Godwin  Coll.,  Margate 

Saunders, E. 

Oxenford  H.,  St.  Lawrence,  Jersey 


Cliftonville  Coll.,  Margat 

Private  tuitioi 

Godwin  Coll.,  Margat^ 

Frome  Blue  Coat  .S 

Wilmslow  Collegt 

York  Minster  Choir  S 

Heme  Bay  College 

Cliftonville  Coll.,  Margate 

Kent  Coast  Coll.,  Heme  Bay 


Sayers,F.H 
Scott.B.J.T. 
■Search,  H.J. 
Seer,R.A.L. 
Shafto,J.B.H. 
Shaw.C. 
Sheffield, A.H. 
Sheppard,F.R, 
Simmons,  B.G. 
Simon, C.E. 

Harleston  H.,  St.  Lawrence,  Jersey 
Sixsmith.V.O.H.  Shoreham  Gram, 

.Smith.A.M.C.      Claremont  H.,  Sunderland 
>treatham  Gram.  S, 
New  Coll.,  Harrogate 
St.  Placid's,  Ram 
Norwich  High  S.  for  Boys 
Kent  Coast  Coll.,  Heme  Bay 
Shoreham  Gram,  S. 
The  Grammar  S.,  Ongar 
Heathtield  H.,  Crouch  Hill 
Shoreham  Gram.  S. 
Steyne  S.,  Worthing 


Kelvin  Coll.,  Penarth 
Streatham  Gram.  S. 
Shoreham  Gram.  S. 
West  End  S.,  Jersey 


Smifh,B.P. 

Smith,D..S. 

Smith.F.J. 

Smith.H.E. 

Smith,H.E.C. 

Smith,  L.G. 

Smith, W.R. 

Soutter.P.A.M. 

Staniland.R.C. 

Steele,  W.L. 

Stevenson,  L.J. 

The  Jersey  Modem  S.,  St.  Heliei 
Rturges,F.W\  Heme  Bay  College 

Sutton,  H.E.  Frome  Blue  Coat  S. 

Swain, R.E.B.  Kent  Coast  Coll.,  Berne  Bay 
Syvret.E.T. 

Oxenford  H.,  St.  Lawrence,  Jersey 
Tanner.J.H.P.      Norwich  High  S.  for  Boy: 


rhomas.R.D. 
Thorp,  W.W. 
Tooth.J.C. 
Touzel,G.J. 
Tremeer.L.R. 

Bradley  High  S.  for  Boys,  Newton  Abbot 
Tremeer,W.R. 

Bradley  High  S.  for  Boys,  Newton  Abbot 
rrible,W.J.  Holsworthv  Gram   S. 

Tuck.W.G.  The  Douglas  S.,  Cheltenham 
Turncr.E.R.  Wallingbrook  S  ,  Chulmleigh 
Twigg,B.R.  Heme  Bay  College 

Van  Wyke.H.  Shoreham  Gram.  S. 

Waddington.L.R. 

St.  Aubyn's,  Woodford  Green 
Wakefield, S.  A.  Kent  Coast  Coll., Heme  Bay 
Walden,H.  Ecclesbourne  S.,  Wimbledon 
Walker,  C.U. 

Worcester  Coll.,  WestclifT-on-Sea 
Walker.G.  H.  New  Coll.,  Harrogate 

Walker,  K. 

Skelsmergh  H.,  Cliftonville,  Margate 
Walmsley,H.  Penketh  School 

Walton, C.  Penketh  School 

Wardle,A.B.  Shoreham  Gram.  S. 

Warne, E. V.  Elmhurst, Kingston-on-Thames 
Watson, C.F. 

Worcester  Coll.,  Westclitf-on-Sea. 
Way.J.C.  Steyne  S.,  Worthing 

Weatherseed.R.F.  St.  Leonards  Coll.  8. 
Weatherseed,W.E.C, 


St.  Leonards  Coll.  S. 

Streatham  Gram.  S. 

York  Minster  Choir  S. 


Tauton.D.E. 
Tarleton.S.A. 
Taylor.D.R. 
Taylor.J.A. 
Thomas,  B.  A. 


St.  Leonards  Coll.  S. 

St.  Leonards  Coll.  S 

New  Coll.,  Harrogatt 

Argyle  H.,  Sunderland 

West  End  S.,  Jersey 


Weeks,C.P. 
Welch, T.H. 
Westlake,D.B. 

The  School,  Wellington  Rd.,  Taunton 
Westlake.R.S. 

The  College,  Western-super-Mare 
White.G-  Ecclesbourne  S.,  Wimbledon 

Wilkinson, F.P.  KentCoast  Coll., Heme  Bay 
Willi.ams,A.H.  Kelvin  Coll.,  Penarth 

Williams, M.      Ecclesbourne  S.,  Wiml»led"n 
Willis,R.G.  Shoreham  Gram.  8. 

Wilson, G.  Southport  Modern  S. 

Windsor, R.H.  Streatham  Gram.  S. 

Winkworth,F.W.H. 

Richmond  Hill  S.,  Richmond 
Wise,H.L.  St.  Leonards  Coll.  8. 

Woodstack.A.E.       The  Grammar  S., Ongar 
Wright, F.S.  Steyne  S.,  Worthing 

Yardley,A.  Coll.  S.,  Colwyn  Bay 

Young,  B.L.  Fauntleroy,St.  Leonards-on-Sea 
Young,B.  W.      The  Douglas  S.,  Cheltenham 


GIRLS. 


Abier.L.A.  Helvetia  H.,  Jersey 

Baker, A.  F.  109  Uxbridge  Road,  Ealing 

Ball.F.Y.  West  View  S.,  Cheadle  Hulme 
Barton, N.  Lime  Tree  H.,  York 

Beard, H.M.  Headland  Coll.,  Plymouth 

Bishop.M.E.  Helvetia  H.,  Jersey 

Black,  M.O.E.  Iseldeu,  Bournemouth 

Bleckley, G.M.  St.  Dunstans  Coll.,  Margate 
Blow,E.M.  St.  Helen's  Coll.,  Seven  Kings 
BonallackjM.R. 

Leigh  Girls'  Coll.,  Leigh-on-Sea 
Boutroy,A.M.A. 

Dunmore  S.,  St.  Leonards-on-Sea 
Bowen.M.  Derby  Rd.  S.,  Heaton  Moor 

Bransby,J.  Penketli  School 

Brown, B.  Lothian,  Harrogate 

Brown, W.C.  17  Kensington,  Bati: 

Buckley, E.G.  Brentwood,  Southport 

Burgess,  E.  Lime  Tree  H.,  York 

Butler, H.M.  Queen's S., Cliftonville, Margate 
<jameroii,D.  Hightield  Coll.,  Bispham 

Carey, E.G.  St.  John's  Coll.,  Brixton 

Carpenter,A.E.  Iselden,  Bournemouth 

Chohvill.M.A.  Holsworthy  Gram.  S. 

Clifton, M.M.R.  Hartley  S.,  Mauuamead 
Collacott.E.M.E.  Salisbury  H.,  Plymouth 
Colliugridge.N.L. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Collins, M.D.  Corn wallis  High  S.,  Hastings 
Cozens,  D. 

Burcot  Grange  HighS.  for  Girls, Four  Oaks 
Cross,  W.  A.  17  Kensington,  Bath 

Danger  field,  D  J. 

Springfield  Coll.,  Whitstable 
Davis.H.K.L. 

Raleigh  M.  C.  School,  Stoke  Newington 
Day.M.E.  Marlborough  Coll.,  Buxton 

Dean,M.  Highfield  Coll.,  Bispham 

Dunand.l.B.  Marlborough  Coll.,  Buxton 
Elliott, D.E.  Headland  Coll.,  Plymouth 

Kllis.C.M. 

Southland's  Gram.  S.,  Littlestone-on-Sea 
Etherington,B.M.  Private  tuition 


Fernley,M.L.  West  View  S.,  Cheadle  Hulme 
Field, V.C.  109  Uxbridge  Road,  Ealing 

Flux,W.A.  Alexandra  Coll.,  Shiney 

Fowler,A.E.S.  Burwood  Coll.,  East  Sheen 
Fox.M.C.  Dunmore  S.,  St.  Leonards-on-Sea 
Freeman, M.  Marlborough  Coll.,  Buxton 
Fuller,  A  J. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Geary, C.L.  St.  Helen's  Coll.,  Seven  Rings 
Gieve,M.A. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Goodall.L.M.  Derby  Rd.  S.,  Heaton  Moor 
Grandiu,R.deC.  Helvetia  H.,  Jersey 

Gribbin,M.E.  West  View  S.,  Cheadle  Hulme 
Hallatt.M.K.  Penketh  School 

Hardman,LA.K.  Marlborough  Coll., Buxton 
Harrison, H.M.  Walkroyd  S.,  Harrogate 
Hervey,D.G.  Brentwood,  Southport 

Hill.E.  Penketh  SchMol 

Hdlen,V.M.  Crowstone  H.,Westclilf-'in-8ea 
Hodge, J.  Brentwood,  Southport 

H.idgess.F.E.  Headland  Coll.,  Plyuiourh 
Hont.K.M  St.  Catherine's,  New  Cross 

Horton,D.M.A.  Bastrop  H.,  Chichester 

Houston, M.McL 

St.  Helen's  Coll.,  Seven  Kings 
Howes, V.  Mayfield,  West  Dulwich 

Howie.G.C.  Private  tuition 

Huish.M.J.  Salisbury  H.,  Plymouth 

Hunt, G.L  Westcombe,  Brighton 

Irons, K.  Mayfield,  West  Dulwich 

Ivens,D.O.  Steyne  S.,  Worthing 

Jacobs, J. S.  Private  tuition 

Jefi'ersou.A.K.  Marlborough  Coll.,  Buxton 
Jenkin,F.K.  Exmouth  Villa,  Stoke 

Johnstone, N.E.  Marlborough  Coll. .Buxton 
Jones, C.W.  St.  John's  Coll.,  Brixton 

Jones,G.W.L.  Steyne  S.,  Worthing 

Jones, R.M.  Scarisbrick  Coll.,  Birkdale 

Joseph, J.  K.  Westcombe,  Brighton 

Kelsey,M,F.E.D.  Blenheim  S.,Nottiog  Hill 
Kitchin,J.M.  Lancefield  Coll.,  Southend 
Kite,E.M.        Coruwallis  High  S.,  Hastings 


Gunnerside  S.,  Plymouth 

Holsworthy  Gram.  S, 

Holsworthy  Gram.  S. 

Holsworthy  Gran*.  S, 

Lothian,  Harrogate 

Vauxhall  S.,  Jersey 

St.  John's  Coll.,  Brixton 

Mavtield,  West  Dulwich 

St.  John's  Coll.,  Brixton 

Exmouth  Villa.  Stoke 


Kitsell.M.P. 

Kivell,E. 

Kivell.K.M. 

Kive]l,M. 

Laidler,E. 

LeMaistre,A. 

Locke,  B.G. 

Longniore,N. 

Lovell,P.L: 

Luscombe,M.E. 

Mackay.K. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Mannington,D.J.  Penketh  School 

March, K.M.  Girtonville  Coll.,  Aintree 

Martin, J. K.  Walkroyd  S.,  Harrogate 

Martineau.A.  The  Bonhams,  St.  Leonards 
Mascord,E.J.  St.  Mary's  Coll.,  Barnes 

McTurk,D. 

Burcot  Grange  HighS. for  Girls.Four  Oak 
Mears,  E.N.  Queen's  S.,  Cliftonville, Margate 
Morham.T.M.A. 

Bestreben  High  S.,  Brondesbury 
Mouland,C.H.  Alexandra  Coll.,  Shirley 

Seame^l.L. 

Southland's  Gram.  S.,  Littlestone-on-Sea 
Xeck.E.D.  Gunnerside  S.,  Plymouth 

Nicolle,L.E.  Vauxhall  S.,  Jersey 

Owen,G.E.  St.  Catherine's,  New  Cross 

Parker.P.E.  Penketh  School 

Parkhouse,M.  Mayfield,  West  Dulwich 

Parry, H.M.  Weirfield  S.  for  Girls,  Taunton 
Penilington.E.B.  Marlborough  Coll.,  Buxton 
Ficot,T.  St.  James' Coll.  S.,  St.  Helier 

Pole.M.G.  Marlborough  Coll.,  Buxtun 

Prosser.M.R.  Leigh Girls'C')ll.,Leigh-on-Sea 
Pryor,J.M.  Headland  Coil.,  Plymouth 

Rawlings,K.M. 

Crowstone  H.,  Westclitf-on-Sea 
Read.M.F.  Headland  Coll.,  Plymouth 

Rich,R.A.K.  St.  Helen's  Coll.,  Seven  Kings 
Richards,  N.S. 

Dunmore  S.,  St.  Leonards-on-Sea 
Roberts, A. C.  Girtonville  Coll.,  Aintree 


Robinson, D.E. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Rogers, E  K.  Salisbury  H.,  Plymouth 

Sangster.B.  Glenarm  Coll.,  liford 

Saunders, E.C.  Helvetia  H.,  Jersey 

Schulte.D.M.  St.  Helen's  Coll  ,  Seven  Kings 
Scovell,M,L.  Steyne  S.,  Worthing 

Serrett,  D.  H.  Weirfield  S.  for  Girls,  Taunton 
Sharpley,E.M.  Holsworthy  Gram.  S. 

Simmons, N. A. 

Crouch  End  HighS.  and  Coll.,  Hornsey 
Skinner,D.G.  Collingwood  Coll.,  Lee 

Spencer,D.M.  Ion  H  ,  East  Motesey 

Stewart,A.M.  Lime  Tree  H.,  York 

Stokes,E.M.  Rock  Hill  S.,  ChulmU-igh 

Stokes,  W.R.  St.  Hilda's  S.,  Most^ley 

Story,A.E.  Clark's  High  S.,  Tufnell  Park 
Story.N.A.  Clark's  High  S.,  Tufnell  Park 
Strudwick,M.R.  Ashstead  H.,  Emsworth 
Symons.L.J.  North  Park,  Albaston 

Tal!iot,E.L.  Queen's S., Cliftonville. Margate 
Taylor.P.M.  Penketh  School 

Thompson, N.  Mayfield,  West  Dulwich 

Tulcher.E.V.  Vauxhall  S.,  Jeisey 

Toyne,H.G. 

Crouch  End  High  S.  and  Coll.,  Hornsey 
Trevor,E.T.  Crowstone  H.,Westclifr-on-Sea 
TnbIe,E.B.  Holsworthy  Gram  S. 

Triggs,P.E.  Glenarm  Cnll.,  liford 

Walker, M.  Bestreben  HighS., Brondesbury 
Ward,  A.M.  Holsworthy  Gram.  S. 

Wateihouse.D.J.  Marlborough  Coll. .Buxton 
White.A.M.R.  Steyne  S.,  Worthing 

Whitworth,D.  Penketh  School 

Willcox.V.M. 

35  St.  Leonard's  Terrace,  Chelsea 
Wilson, M.  Girtonville  Coll.,  Aintree 

Wise, I.  Headland  Coll.,  Plymouth 

Wright,H.A. 

Raleigh  M.C.  School,  Stoke  Newington 


92 


THE  EDUCATIONAL  TIMES. 


[Feb.  1,  1915. 


THE   COLLEGE  OF   PRECEPTORS 
EXAMINATION    PAPERS. 


SERIES    A. 

Papers  set  for  Examinations  held  after  March,    1912: 

1.  Midsummer  Certificate  and   Lower  Forms  Papers. 

2.  Christmas  Certificate  and   Lower  Forms  Papers. 

3.  March  Professional  Preliminary  Papers. 

4.  September  Professional  Preliminary  Papers. 

5.  Summer  Diploma  Papers. 

6.  Winter  Diploma  Papers. 

The  price  of  each  of  tlie  above  sets  is  1/-  net,  or  1/2  by  post.  Each  set  will  contain  Answers  to  Mathematical 
Papers.  Applications  and  remittances  for  papers  in  Series  A  should  be  sent  to  The  Secretaey,  The  College  of 
Preceptors,  London,  W.C. 

SERIES    B. 

Papei'S  set  for  Examinations  held  before  June,  1912: 

7.  Midsummer  Certificate  Papers. 

8.  Christmas  Certificate  Papers. 

9.  March   Professional   Preliminary  Papers. 

10.  September  Professional  Preliminary  Papers. 

11.  Midsummer  Lower  Forms  Papers. 

12.  Christmas  Lower  Forms  Papers. 

The  price  of  each  of  the  sets  7,  8,  9,  10  is  6d.,  or  7d.  by  post.  The  price  of  each  of  the  sets  11  and  12  is  .3d.,  or 
4d.  by  post.  Applications  and  i-emittances  for  papers  in  Series  B  should  be  sent  to  Mr.  F.  Hodgson,  89  Farringdon 
Street,  London,  E.G. 

SERIES    C. 
COLLECTED  PAPERS 

in  certain  subjects  of  the  Certificate  Examinations : 


Scripture  History. 


1  3.  Part  I,  1876  to  1889. 
14.  Partn,  1890  t6  1895. 
1  5.  Part  in,  1896  to  1900. 


1  6.  Part  IV,  1901  to  Mids.  1905. 
1 7.  Part  V,  1905  to  Xmas  1911. 


English  Grammar. 


18. 
19. 
20. 

21. 


Part  I,  1876  to  1886. 

Part  n,  1887  to  Mids.  1891. 

Part   in,    Xmas    1891    to 

Mids.  1895. 
Part   IV,    Xmas    1895     to 

Xmas  1898. 


22.  Part  VI,  1902  to  1905. 

23.  Part   VII,    Mids.    1906    to 

Mids.  1909. 

24.  Part  VIII,   Xmas   1909  to 

Mids.  1912. 


English   History. 


25.  Part  I,  1876  to  1889. 

26.  Part  H,  1890  to  Mids.  1896. 

27.  Part   HI,    Xmas    1896    to 

Mids.  1902. 


28.  Part    IV,    Xmas    1902    to 

1907. 

29.  Part  V,  1908  to  Xmas  1911. 


1901    to 
1909    to 


Geography. 

30.  Part  I,  Mids.  1876  to  Mids.       32.  Part   III,    Xmas 

1890.  Xmas  1908. 

31.  Part    II,     Xmas     1890    to       33.  Part    IV,     Mids. 

Mids.  1901.  Mids.  1912. 

Arithmetic. 

34.  Part  I,  1876  to  1890.  36.  Part  III,  1901  to  Mids.  1912. 

35.  Part  II,  1891  to  1900.  37.  Answers     to     Arithmetic 

(complete). 

Algebra. 

38.  Part  I,  1876  to  1891.  40.  Part  III,  1900  to  Xmas  1912. 

39.  Part  II,  1892  to  Mids.  1900.       41.  Answers  to  Algebra  (com- 

plete). 
French. 

42.  Part  II,  1889  to  1895.  44, 

43.  Part  III,  1896  to  Mids.  1902. 

Latin   Unseens. 

45.  Part  I,  1886  to  1894.  47.  Part  III,  1904  to  Mids.  1912 

46.  Part  II,  1895  to  1903. 


Part    IV,    Xmas    1902 
Mids.  1912. 


to 


The  price  of  each  of  the  above  sets  (1.3  to  47)  is  1/-  net,  or  1/1  by  post.     Applications  and  remittances  for  papers 
in  Series  C  should  be  sent  to  Mr.  F.  Hodgson,  89  Farringdon  Street,  E.G. 


Trade     orders,     and     all     communications     respecting     Advertisements,    should     be    sent     to    the     Publi.sher, 
Mr.  F.  Hodgson,  89  Farringdon  Street,  London,  E.G. 

London :  Printed  by  0.  F.  HoDfJBON  &  Son,  2  Newton  Street,  Kineswa.v,  W.C. ;  and  Published  by  Francis  Hodgson.  89  Farrinndon  Street,  E.C. 

TEntered  at  the  New  York  Post  Office  a,s  Second  Class  matter.] 


7 


THE 


Educational 


AND 


JOURNAL    OF   THE    COLLEGE    OF    PRECEPTORS 


Vol.  LXVIII     No.  647 


MARCH  1,  1915 


Published     Monthly,     ppice,    to 

Non  Members,  6d.  r  by  Post.  7d. 

Annual  Subscription.  7s. 


THE 

COLLEGE     OF     PRECEPTORS. 

Incorporated  by  Royal  Charter. 

GENERAL  MEETING. 
The  Half-yearly  General  Meeting  of 
the  Members  of  the  Corporation  will 
be  held  at  the  College.  Bloomsbury 
Square,  on  Saturday,  the  27th  of 
March,  T9T5,  at  3.30  p.m. 


MEMBERS'    MEETING. 

A  Meeting  of  Members  of  the  College 
will  be  held  on  Wednesday,  the  17th  of 
March,  at  5.15  p.m.,  when  Professor 
A.  F.  Pollard,  M.A.,  LItt.D.,  will  deliver  a 
Lecture  on  "The  War  and  its  Pros- 
pects." 

Members  have  the  privilege  of  in- 
troducing their  friends. 


LECTURES    FOR    TEACHERS. 

A  Course  of  Twelve  Lectures  on 
Psychology  and  its  Educational  Appli- 
cations, toy  Professor  John  Adams, 
began  on  the   11  th  of  February, 

Admission   10s.  6d.     Members  free. 

For  Syllabus,  see  page  114, 


EXAMINATIONS. 


Examination, 


For  Certificates  of  Ability  to  , 
Teach     ...         ...         j 

(Entry     Forms     must     be    re- 
turned by  1    May.) 

Certificate  and  Lower  Forms 

For  Teachers'   Diplomas 

ForCertiflcatesof  Proficiency 
in  English  (Foreign 
Teachers   only) 

Professional   Preliminary 


Date  of 
Commencement. 


Last   week    in 
May 


28  June 
30  August 


3  September 
7  September 


The  Regulations  for  the  above  Examinations, 
and  for  the  Inspection  and  Examination  of 
Public  and  Private  Schools,  may  be  obtained 
on  application  to  the  Secretary. 

G.   CHALMERS,  Secretary. 
Ploomsbury  Square,  W.C. 


rPHE      ASSOCIATED      BOARD 

-L  or  THE  E,A.M.  AKD  R.C.M. 

FOR  lOCAl  EXAMINATIONS   IN   MUSIC. 

Palion:   HIS  M.UESTY  THE  KING. 

LOCAL  CENTRE  EXAMINATIONS  (Svilal)us  A). 
E.\aiiiinations  in  Thenr.v  held  in  Marcli  aiid  Noveni. 
bfi-  at  all  Centres.  In  Practical  Subject.s  in  March- 
April  at  all  Centres,  and  in  tlie  London  District  and 
cerlain  Provincial  Centres  in  November-December 
also.  Entries  for  the  Novcmlier-December  Examin- 
ations close  Wednesday.  October  13th,  1915, 

SCHOOL  EXAMINATIONS  (S.vllabus  B), 
Held  throughout  the  Britisli  Isles  three  times  a 
,vear,  viz..  .June-July,  October-November,  and 
March-April.  Entries  for  the  June-July  Exam- 
inations close  Wednesday,  Jlav  12th.  (Irish  entries 
May  5th,  1915.) 

Specimen  Theory  Papers  set  in  past  years  (Local 
Centre  oi-  School)  can  tie  obtained  on  application. 
Price  3d.  per  set,  per  year,  iiost  free. 

The  Board  offers  annually  SIX  EXHIBITIONS, 
tenableat  tile  R.  A.M. or  It. CM.  tor  twoor  three  years. 

Syllabuses  A  and  B,  tlie  Syllabus  in  Ear  Training 
and  Sight  Singing,  entry  forms  and  any  further 
information  will  be  sent  post  free  on  application 
to— 

JAMES  MUIR,  Secretary, 

15  Bedford  .Square,  London,  W,C, 
Telegrams  :  "  Associa,  London." 


LONDON  UNIVERSITY 
DEGREES. 

FREE    GUIDES 


MATRIOULATtON. 

With  tlie  January  1915   Examination    Papers, 
Numerical  Answers  to  tlie  questions  in  Mathe- 
matics, and  Latin  and  French  Versions  of  the 
English  set  for  Translation. 

INTERMEDIATE    ARTS. 

With  Papers  set  in  1914,  and  a  list  of  Textbooks 
for  1915  and  1916. 

INTERMEDIATE  SCIENCE. 

With  Papers  set  in  1914,  and  a  list  of  Textbooks. 

BACHELOR   OF   ARTS. 

M'lth   Papers  set   in  1914,  and    particulars   of 
Special  Sulijects  for  1915  and  1916. 

BACHELOR  OF  SCIENCE. 

With  Papers  set  in  1914,  and  advice  as  to  the 
choice  of  Subjects,  &c. 


The  above  Guides,  and  Full  Prospectus  giving 
particulars  of  Courses  and  Reduced  Fees  for 
Matriculation  during  the  War,  Post  Free  from 
the  Seci-etary — 

■ffliiiversitB 
Corre6poll^c^cc    College. 

No.lS,  Burlington  House, Cambridge. 


LONDON  COLLEGE  OP  MUSIC. 
(Incorporated.) 
Great  Mablboeouqh  Street,  London,  W. 
Patron :  His  Grace  the  Duke  op  Leeds, 
Dr.  F.  J.  Kaen,  Mus.Bac.  Cajitab.,  Principal. 
G.  Augustus  Holmes,  Esq,,  Dir.  Exams. 


EXAMINATIONS,  LOCAL  AND  HIGHER. 

The  NEXT  EXAMINATION  for  Certificates  in 
PIANOFORTE,  ORGAN,  VIOLIN,  SINGING 
ELOCUTION,  THEORY,  &c..  will  be  lield  in 
London  and  over  400  Local  Centres  in  \pril 
Last  day  of  Entry,  March  15th. 

The  Higher  Examinations  for  the  Diplomas  of 
Associate  (A.L.C.M.)  and  Licentiate  (L.L.C.M.)  are 
held  in  April,  July,  and  December;  and  for  th^ 
Diplomas  of  .\ssociate  in  Music  (A.Mus.L.C.M  ) 
Licentiate  in  Music  (L.Mns.L.C.M.),  the  Tejichers' 
Diploma  and  Fellowship  in  July  and  December. 

New  Local  Centres  may  be  formed,  also  School 
Centres.   The  Secretary  will  supplyall  particulars. 

SPECIAL  AWARDS  in  Silver  and  Bronze  Medals 
for  the  year  1915. 

SYLLABUS  for  1915.  with  Annual  Report  and 
Forms  of  Entry,  may  be  had  of  the  Secretary. 

In  the  Educational  Department  students  are 
received  and  thoroughly  trained  under  the  best 
Professors  at  moderate  fees. 

Lessons  in  Pianoforte,  Violin,  Singing,  Elocution, 
Harmony  and  Counterpoint;  Modern  3-manual 
Organ ;  Courses  of  Training  for  Teachers. 

T.  WEEKES  HOLMES,  Secretary. 


THE  PROBLEM 

of 

Effective    Scholastic 

Advertising 
AND     STS     SOLUTION. 

This  booklet  will  be  sent, 
post  free,  to  Principals  of 
Schools    on   application   to 

J.    6    J.    PATON, 

143   CANNON   ST.,    LONDON,    E.G. 


WOLSEY 


POSTAL  TUITION 

Fop  London  University 

MATRIC,  INTER,,  &  FINAL 
BSc,     B.Sc,    lEcon.),     B.D., 


FREE 


GUIDE 

on       application       to 
THE   SECRETARY. 


94 


THE  EDUCATIONAL  TIMES. 


[Mi.rcli  ],  191. 1 


BIRKBECK  COLLEGE  |  ]JMVk 


ERSITY  OF  ST.  ANDREWS 


Breams  Buildixgs.  Chakcekv  Laxk,  E.C. 

UNIVERSITY  OF  LONDON. 

COURSES  OF  STUDY  (DAY  AND  EVENING  i 
FOR  PEOUKKS  IN 

ARTS,   SCIENCE,   ECONOMICS,   LAWS, 

UDder  Recognized  Teachers  of  the  University. 

ARTS.— Latin,  Greek.   Fuplish,  Trencli.  German. 

Italian,  Histor;-.  Geo^niphy.  Logic,  Economics. 

Matliematies  (  Fuiv  and  Applied). 
SCIENCE.  -Clieiiii-,ti'.v.l'liysies,lMatlieiiiatics(PiHT 

ami  Applied),  Botany.  Zoology,  Geology. 

EvaningOonrses  for  theDegrees  in  Economics  and  Laws. 
PO.ST  GRADU.VTE  AM)  RE.SEARCH  WORK. 


Session 

Pees 


(Vati :  Alls.  £10. 10s. ;  .Scienc* 
'     <  Eveniuq  :  Aits,  Science, or  Ec 
I  £5. 5s. 


,£17. 10s. 

onoiiiics. 


MATRICULATION  COURSES  AND  ACCOUNTANCY. 

Pi-o^pectlt^es  post  free,  Calendar  id.  ( bt/  pout  5d.  i . 


CHERWELL    HALL,    OXFORD. 
TRAINING  COLLEGE  FOR  WOMEN 
SECONDARY  TEACHERS. 

Recognized   by  the    Board   of   Education,  by  the 

Oxford  Dele^cy,  and  by  the  Cambridge  University 

Syndicate  for  Secondary  Training. 

Principal:    Miss  Catherine  I.  Dodd,  M.A. 

Students  are  prepared  for  the  Oxford  Te,*icliers" 
Diploma;  tlie  Cambridge  Teacher's  Certificate,  the 
London  Teacher's  Diploma  ;  the  Oxford  Geography 
Diploma  and  the  Cherwell  Hall  Teacher's  Certifi- 
cate for  Junior  Foim  Mistresses. 

Fees  for  the  three  Terms,  from  66  Guineas. 

Scholarships  of  from  £40  to  18  guineas  are  awarded 
to  Students  with  a  Degree  on  entry.  There  is  a 
loan  fund.  Students  may  borrow  sums  iwt  exceed- 
ing £25,  to  be  repaid  within  three  years.  Prospec- 
tus may  be  obtained  from  Tue  Principal. 


L.L.A.   DIPLOMA   FOR  WOMEN. 

The  attention  of  Candidates  is  drawn  to  the 
Ordinary  and  Honours  Diplomas  for  Teacher.s, 
which  are  strongl.i'  recommended  as  suitable  for 
those  who  are  or  intend  to  be  teachers. 

Examination.^  are  held  at  Aberdeen,  Birmmghani. 
Blackburn.  Biigliton.  Bristol,  Carditf,  Croydon. 
Devonport,  Edinburgli.  Glasgow,  Hull,  Inverness. 
Leeds.  Liverpool,  London,  ftlancliester,  Newcastle- 
on-Tyne,  Norwich,  Nottingham,  Oxford,  St.  An- 
di'ews,  Sheffield,  Swansea,  and  several  other  towns. 

Intormation  regarding  the  Examinations  may 
be  obtained  from  tht-  Secret.\ky  L.L.a\.  Scheme. 
The  University.  St.  Andrews. 


DENMARK     HILL     PHYSICAL 
TRAINING  COLLEGE  FOR  TEACHERS, 
LONDON,  S.E. 
(a)  EDUCATIONAL  SECTION 
for  English  and  Swedish  Gymna-stics  and  Sports. 

(6)  REMEDIAL  SECTION 

for  Massage  and  Remedial  Swedish  Movement*. 

Principal:  Miss  E.  Spelman  Stakgee.M.B.C.P.E., 

and  S.T  M.,  Sunray  Avenue,  Denmark  Hill,  S.E. 

ABERDARE  HALL,  CARDIFF.— 
RESIDENCE  FOR  WOMEN  STUDENTS 
OF  THE  UNIVERSITY  COLLEGE  OF  SOUTH 
WALES  AND  MONMOUTHSHIRE. 
Principal :  Miss  Kate  Hurlbatt. 
Fees  £43. 10s.,  £38. 10s.,  and  £34  per  annum.  Col- 
lege tuition  fees  £12  per  annum.  Scholarships  of 
£25.  awarded  on  the  result  of  Entrance  Scholarship 
Examination  of  University  College,  Cardiff,  held 
annually  in  the  Spring.  For  Post-graduate  Scholar- 
sliij)s  of  £30  for  Secondary  Training  or  Research 
work,  awarded  without  examination,  apply  before 
June  15tli.  Students  prepare  for  the  B..\.  and  B.Sc- 
Degrees  of  the  University  of  Wales,  and  »  Medical 
School  and  Departments  for  Elementary  and  Secon- 
dary 'r raining,  including  Kindergarten  Training,  are 
attached  to  the  College.  Students  with  recognized 
academic  qualilications  can  enter  in  October  or 
January,  lor  one  year's  Secondary  Training  Course. 
Apply  to  the  Principal. 


JOINT  AGENCY  FOR  WOMEN  TEACHERS.. 

OVKLKV    H'"*rSK. 

14.  16.  .\;  18  Bmio.msbuky  Street,  Londcx,  W.C. 
(Under  till'  management  of  a  Committee  appointed' 

by  the  Teaeheis"  Guild,  College  of  Preceploi-s. 

Head  Mistresses'    Association,    Association    of 

Assistant  Mistresses,,  and  Welsh  County  Scbi'ols- 

As^^ociation.)  

THIS  Ao-ency  has  been  established 
for  thf  purpose  of  enabling  Teachers  to  lind 
work  without  unnecessary  cost.  All  fees  have 
therefore  been  calculated  on  the  lowest  basis  tn 
cover  the  working  expenses. 

No  Registration  Fees  are  charged  to  members  of 
the  above  Associations,  and  their  (Commissions  are 
reduced. 
Hours  for  Interviews : 

11  a.m.  to  1  p.m.,  and  3  to  5  p.m. ; 
Saturdays,  11  a.m.  to  1  p.m.,  and  2  to  3  p.m. 
When  possible,  special  appointments  should   in;- 
arranged. 
gfr//g^ra;-.  Miss  ALICE  M.  FOUNTAIN. 

JOINT  SCHOLASTIC  AGENCY. 

23  Southampton  St.,  Bloomsbury  Sq.,  W.C. 
This  Agency  is  under  the  direction  of  a  Committ*^e 
representing    the    following    leading    Educational 
Associations  ;— 

HEAD  MASTERS'  CONFERENCE. 
INCORPORATED  ASSOCIATION  OF  HEAD  MASTERS- 
COLLEGE  OF  PRECEPTORS.     TEACHERS'  GUILD. 

ASSOCIATION    OF    ASSISTANT    MASTERS. 
HEAD   MASTERS  OF  PREPARATORY  SCHOOLS. 

WELSH  COUNTY  SCHOOLS  ASSOCIATION. 

ASSOCIATION  OF  TECHNICAL   INSTITUTIONS. 

Registrar:    Mr.  E.  A.  VIRGO. 

The  object  of  this  Agency  is  to  render  assis- 
tance  at  a  minimum  cost  to  Masters  seeking 
appointments.  The  lowest  possible  fees  are 
therefore  charged. 

lnter\it'\:s  t.y  appointment  from  12  noon  to  1.3C 
p.m.,  and  from  3  p.m.  to  ,S  p.m.  ;  on  Saturdays,  from 
11  a.m.  to  12.30  p.m. 
A  PROSPECTUS  will  be  sent  on  application. 


TRINITY    COLLEGE    OF    MUSIC  (Inst.  1872). 

Chairnuin  of  Board:  SIR  FREDERICK  BRIDGi;.  C.  V.O..  M  A..  JIus.D. 
Director  or  Studies:  G.  E.  BAMBRIDGE.  F.T.C.L.,  F.R.A.M. 
Director  nf  B.ramitmtions  :  C.  W.  PEARCE,  Mus.D- 
Students.  whether  advanced  or  beginners,  may  enter  at  any  time,  and  are 
leceived  for  a  single  subject  or  the  course. 

Candidates  for  the  Eighteen  Scholarships  entitling  to  complete  preparation 
for  Degrees  in  Music  of  the  London  University  must  have  passed  the  University 
Matriculation  Examination  or  an  equivalent.  Full  particulars  post  free  on 
application.  SHELLEY  FISHER.  Secretary. 

Mandevilie  Place,  Manchester  Square,  London.  W. 


PHILIPS    1 32  Fleet  St.,  London  I 


CONTOiJRED 

Wall  IVIaps&  Atlases 


The  JOURNAL  OF  EDUCATION 

is  now  in  its  FORTY-SEVENTH  YEAR  OF 
ISSUE.  The  PREPAID  ANNUAL  SUB- 
SCRIPTION is  SEVEN  SHILLINGS  Inland; 
EIGHT  SHILLINGS  Abroad.  A  SINGLE 
COPY  costs  EIGHTPENCE  post  free. 

' '  The  comments  on  Colonial  and  Foreign  educational  move- 
ments are  most  helpful.'' — Tlte  Mancliester  Courier. 

William  Rice,  3  Ludgate  Broad'way, 

LONDON,  E.G. 


EXAIVIINATIOjNJ     PAPER 

THE   college"  OF    PRECEPTORS. 

In  strict  accordance  with  the  College  requirements,  anil  each  Sheet 
bears  their  U^atermarh. 

Pacsed  In  ReamB  of  480  Sheets    per  Ream,    2s. 

960  „         ,,  4s. 

ANSWER  BOOKS  FOR  EXAMINATIONS  IN  BOOK  KEEPING. 

Senior,  2d.  each ;  Junior,  4d.  each  ;  Preliminary,  3d.  each. 

Music  Paper  is.  per  100  sheets. 

(  Postage  extra.)    Remittance  should  accompanij  Order: 


F.  W.  SHELBOURNE  &  GO.,  Wholesale  and  Retail  Stationers, 

63  HIGH  HOLBORN.  LONDON,  W.C. 
Tel.  :   Holborn  690. 

In  One  Volume,  360  pages,  price  2s. ;   aud  in  Six  Parts,  3d.  each. 
.\nK\vcrs  ; — Complete  in  Cloth,  Is.  4d.     Parts,  3d.  each. 

THE  LEADER  ARITHMETIC 

By  GEORGE    MERCHAITT. 

"  Tlu'  exi'lmations  are  simple  and  clear,  and  exeniplitied  in  adwjuate  variety 
by  worked  examples.  The  exercises  are  very  numerous  and  cjiretuliy  g^raduated. 
a"  laborious  and  serviceuble  compilation."— TAf  Educational  Times. 

■'  A  useful  \vi>rk,  including  a  sei-ies  of  carefiilly  ^'raduated  exercises,  with  ruie-s. 
i^xplanatioub,  :ind  worked  examples  in  the  higlier  parts.  It  meets  the  needs  of 
elementary,  middle,  and  upper  Schools  in  a  marked  manner." — The  School 
Guardian. 

SIMPKIN,  MARSHALL,  HAMILTON,  KENT,  &  CO.,  and  all  Booksellers. 

PRINTING  FOR  SCHOOLS 

GEORGE     OVER 

(Priitter  to  Hufjb'j  School), 

THE    RUGBY    PRESS,    RUGBY. 

Telegrams  1  "DviiR.  Pkinikk,  Rrs3Y."  Nai.  Tel. :  126  Rugli> 


March  1,  19i.j.] 


THE  EDUCATIONAL  TIMES. 


9o 


DEPARTMENT  OF  HOUSEHOLD  AND 
SOCIAL  SCIENCE. 

KJNG'S   COLLEGE    FOR   WOMEX. 
TjNiVEBSiTT  OF  London. 

Warden :  Miss  E.  R.  Shields,  M..\. 
Organizing  Secietai-y :  Miss  M.  A.  Julius. 

Courses  (three-years,  and  one  year  post-graduate) 
in  Chemistry.  Biology,  Physiology,  Hygiene,  House- 
hold Work,  Economics,  Psychology,  Ethics,  &c.,  in 
preparation  for  teaching,  aduiinisti-ative.  and  social 
work.  For  further  information  apply  to  13  Kensing- 
ton Sqnare,  W. 

The  Department  will  be  removed  to  new  buildings 
on  Campden  Hill  before  October. 


MRS.     CURWEN'S    PIANO- 
FORTE METHOD. 
BAR  TRAINING  AND  SIGHT  SINGING 

FROM  SOL-PA  AND  STAFF. 
TRAINING  CLASSES  for  MUSIC  TEACHERS 
:««  held  on  Saturdays  and  Wednesdays  at  Bechstein 
Hall  Studios,  Wigmore  Street,  by  Miss  Scott 
Gaednbr  and  Miss  Margaret  Kna'qgs,  A.R.C.M., 
\Tho  will  be  at  the  Studios  on  Saturday,  Sei)t.  26th, 
iKtween  the  hours  of  10  a.m.  and  2  p".m.,  to  inter- 
view any  inquirers.  Further  particulars  can  be 
obtained  from  the  Secretary,  Miss  E.  T.  Murray, 
Bechst^m  Hall  Studios,  Wigmore  Street,  W. 


PRIFYSCOL  CYMRU.  UNIVERSITY  OF  WALES. 

'■PHREE   FELLOWSHIPS,  eacli  of 

-«-  the  annual  value  of  £125,  tenable  for  two 
.years,  are  open  to  Graiiiiates  of  this  University. 
Applications  must  be  received  before  June  1st,  1915, 
by  the  Registrar,  University  Registry,  Cathays 
Park.  Cardiff,  from  whom  further  information  may 
be  obtained. 


PRIFYSCOL  CYMRU. 


S^ 


SCHOOL  TRANSFER. 

^MALL    OLD-ESTABLISHED 
BOYS'    SCHOOL 

IN   THE    SOUTH-WEST   OP  LONDON. 

Masisteb,  "Educational  Times"  Office, 
89  Parringdon  Street,  E.G. 


MIXED  SCHOOL  FOR  SALE 
after  Easter.  Nice  residential  neighbour- 
h.iod.  Good  opening,  33  Pupils,  Goodwiir£5J  or 
near  offer. 

Addre-^s  — Z.L.N.R..  care  of  Messrs.  Deacon's, 
fjpadenhall  Street,  E.G. 


UPLANDS  SUMMER  SCHOOL, 

August  7th  to  28th,  1915,  at 
CHALICE  WELL,  GLASTONBURY,  SOMERSET. 

(BOURSES  in  EDUCATION,  with 

^J  Demonsi  ration  Les-ons,  Art  and  Drama 
Kurhythmics,  Nature  Study;  Prof.  J.J.  Fixolat 
I  .Vlanchesi  er) ,  Dr.  J.  W.  Slaughter,  Hrnt.  J. 
shbixet  (Southampton),  Miss  Florence  Wood' 
Miss  E.  C.  PuGir. 

Prospectus  and  full  particulars  fiom  the  Sec- 
letarins.  Address— Miss  A.  P.  Purvis,  Darbislure 
Honse,  Upper  Brook  Street,  Manchester. 


UNIVERSITY  OF  WALES. 

THE  T  W  E  N  T  Y  -  X  I  X  T  H  i 
MATRICULATION  E.XAMINATION  will  j 
commence  on  Monday,  June  28th,  1915.  Par-  i 
ficulars  and  Entry  Forms  mav  be  obtained  from  j 
tho  Registrar,  University  of  Wales,  University 
Registry,  Cathays  Park.  Cardilf.  Applications  for  ' 
Entry  Porms  must  he  uiade  not  later  than  Mondav 
May  31st,  1915.  '  '  : 
, I 

C<HORTHAND    MASTER    (trebly  I 

O  certificated,  distinction)  desires  non-resident  \ 
or  Visitinir  appointment  to  Public  or  Secondary  I 
School.  Several  years'  pi-actical  and  three  years' 
teaching  experience  in  Commercial  Colleges.  "  Able 
to  organize  and  take  complete  control  of  Shorthand 
Department.— Box  70.  "  Kducational  Times"  Office, 
89  Farringdon  Street.  London,  E.C. 


(FOUNDED  1889.) 
EXAMINATIONS 


FOR  WHICH  THE  NORMAL 
PREPARES, 


A.C.P.  and  L.C.P. 

College  of  Preceptors. 
Professional  Prelimin- 
ary. 
Froebel. 
L.L.A. 

Pupil  Teachers. 
Preliminary  Certif.  * 
Certificate. 
Oxford  Locals. 


County  Council 

Scholarships. 
Matriculation. 
Degree  Examination. 
Hygiene. 
Languages. 
Music. 
Science  and  Art. 

Other  Qualifying 
Exams. 


SPECIALISTS   IN    POSTAL   TUITION. 


NORMAL  CORR.  COLLEGE, 

47  Melford  Roau,  East  Dulwich,  S.E.,  and 
110  Av0Ni>ALE  Square,  Londo>",  S.E. 


''PHE  -CYRANO"  SCHOOL  FOR 

-L       GIRLS,    LAUSANNE,  SWITZERLAND.— 

First  Class  Educational  Home  for  Girls  wishing  to 
pursue  special  studies  in  French  as  well  as  other 
languages.  Art, and  JIusic.  JlodembuildinK.  Plenty 
of  outdoor  exercises :  ridinjf,  tennis,  croquet,  rowing. 
Special  care  for  each  girl.  Everything  is  done  to 
create  a  typically  French  atmosphere.  Principal: 
Mademoiselle  L.  BareiSre.  Miss  Chave,  Cannes- 
field  House,  Taunton.  Somerset,  who  has  already 
been  in  the  School  two  years,  is  in  England  for  the 
present,  should  an.y  inquiries  be  needed. 


THE 

COLLEGE  OF  PRECEPTORS 

CERTIFICATE 

EXAMINATION    PAPERS. 


Scripture  History. 

Part  IV,  1901  to  Mids.  1905. 
Part  V,  1905  to  Xmas  1911. 

English  Grammar. 

Part  VI,  1902  to  1905. 

Part  VII,  Mids.  1906  to  Mids.  1909. 

Part  VIII,  Xmas  1909  to  Mids.  1912. 

English  History. 

Part  IV,  Xmas  1902  to  1907. 
Part  V,  1908  to  Xmas  1912. 

Geography. 
Part  III,  Xmas  1901  to  Xmas  1908. 
Part  IV,  Mids.  1909  to  Mids.  1912. 

Arithmetic. 
Part  III,  1901  to  Mids.  1912. 
Answers  to  .\rifhmetic,  1876      Mids.  1912. 

Algebra. 
Part  III,  1900  to  Xmas  1912. 
Answers  to  Algebra.  1876  to  Xmas  1912. 

French. 

Part  IV,  Xmas  1902  to  Mids.  1912. 

Latin    Unseens. 
Part  III,  1904  to  Mids.  1912. 

The  price  of  each  of  the  above  sets  is  1/-  net,  or 
1/1  by  post.  Applications  and  remittances  should 
be  sent  to  Mr.  F.  Hodgson,  89  Parringdon  Street 
E.C. 


Xiilessrs 

TRUMAN  &  KNJGHTLEY, 

LTD., 

§6ucafionaC  Jlgeitfs, 

158    to     162     OXFORD     STREET, 
LONDON,  Iff. 

Directors : 

S.  A.  TRUMAN. 

JAMES  HEARD,  B.A. 

(Trinity  College,  Cambridge). 


Telegrams -"TUTORESS,  LONDON." 
Telephone— No.  1136  Oity. 

This  Agency  isunder  distlnijuLslied p<it riin- 

atje,  including  that  of  the  Prlncipnln  nf 

many  of  our  leading  Schools. 


(i) 


{i 


A.— EMPLOYMENT  DEPARTMENT. 

ASSISTANT  MASTERS  &  TUTORS. 

MESSRS.  TRUMAN  4  KNIGHTLEY 
introduce  University  and  other  qualified 
ENGLISH  and  FOREIGN  MASTERi; 
and  TUTORS  to  Schools  and  Private 
Families, 

i)  ASSISTANT  MISTRESSES. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  University,  Trained,  and  other 
qualified  ENGLISH  and  FOREIGN  LADY 
TEACHERS  to  Girls'  and  Boys'  Schools. 

(iii)  LADY    MATRONS   AND    HOUSE- 
KEEPERS. 

MESSRS.  TRUMAN  &  KNIGHTLEY 
introduce  well  qualified  and  experienced 
LADY  MATRONS,  HOUSEKEEPERS, 
and  HOUSE  MISTRESSES  to  Boys'  and 
Girls'  Schools. 

No  charge  is  made  to  Principals,  and  no  charge 
ot  any  kind  Is  made  to  candidates  unless  an  en- 
gagement be  secured  through  this  Agency,  when 
the  terms  are  most  reasonable. 

B.— SCHOOL  TRANSFER   DEPARTMENT. 

A  separate  Department,  under  the  direct 
management  of  one  of  the  Principals,  is 
devoted  entirely  to  the  negotiations  connected 
with  the  Transfer  of  Schools  and  Introduction 
of  Partners. 

MESSRS.  TRUMAN  &  KNICiHTLEY, 
being'  in  close  and  constant  communication 
with  the  Principals  of  nearly  all  the  chief 
Girls'  and  Boys'  Schools  in  the  United 
Kingdom,  to  many  of  whom  they  have  had 
the  privilege  of  acting  as  Agents,  and  having 
on  their  books  always  a  large  number  of 
thoroughly  genuine  Schools  for  Sale  and 
Partnerships  to  negotiate,  as  well  as  the 
names  and  requirements  of  numerous  would- 
be  purchasers,  can  oiler  unusual  facilities 
for  satisfactorily  negotiating  the  TR.4NSPER 
of  SCHOOLS,  and  arranging  PARTNER- 
SHIPS. 

No  charge  is  made  to  Purchasers. 

All  co7nmunicatio}is  and  inquiries  are 
treated  in  the  strictest  confidence. 

C— PUPILS'  DEPARTMENT. 


MESSRS.  TRUMAN  &  KNIGHTLEY 
have  a  carefully  organized  Department  for 
the  introduction  of  Pupils  to  Schools  and 
other  Educational  Establishments.  No 
charge  is  made  for  registration. 

Any  negotiations  entrusted  to  MESSRS.  TRUMAN 
&  KNIGHTLEY  receive  prompt  and  careful 
attention,  every  effort  being  made  to  save 
clients  as  much  time  and  trouble  as  passible. 

FM  particulars  will  befortoarded  tin  ui'plicatiua. 


96  THE  EDUCATIONAL  TIMES.  [March  1,  1915. 

The  opening  up  of  a  NEW  CONNEXION  is  very  desirable. 

If    particulars   of    YOUR    SCHOOL    are    included    in    the    next    issue    of 

RATON'S   LIST 
of  SCHOOLS  and  TUTORS 

they    will    be    seen    by   many    thousands    of    Parents,    not    only    in    this 

country,    but   all    over   the   world. 


THIS  BOOK  secures  for  its  advertisers  a  far  larger  propor- 
tion of  definite  results  tlian  any  other  publication  of  its 
kind. 


"  The  majority  of  1113^  boys  come,  of  course,  from  personal  recommendation,  but  I  may  say  that  of  tbose  who  come 
as  a  result  of  advertising,  practically  all  have  heard  of  the  school  through  your  List  of  Schools."' 

"  I  advertise  in  your  book  because  I  have  found  it  of  great  use  to  me,  and  the  best  possible  way  of  making  my 
School  known." 

"  I  consider  that  your  book  fills  an  awkward  gap,  especially  in  cases  where  Schools  do  not  go  in  for  general 
advertising." 

"I  have  recommended  my  Governors  to  continue  our  advertisement  in  your  book  because  it  appears  to  be  a 
useful  medium  for  bringing  this  School  before  a  large  number  of  people  whom  it  would  be  impossible  to  reach 
])ersonally." 


The  EIGHTEENTH  Annual  issue  is  now  being  prepared  for  Press. 

SPECIMEN    COPY,  With  full   particulars   and    proof  of 

value  to  clients,  \nfi\l   be  for>varded  to  Head   Masters 

or  Head  Mistresses  on  application  to 

J.  6  J.  PATON,  ^l^X"   J 

143  CANNON  STREET,  LONDON,  E.G.  ' 


Telephone,  5053  Central. 


March  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


CONTENTS. 


Pajre 
Leader  :  School  Examinations  and  the  College  of  Preceptors     97 

Notes 98 

CoUepre  Lectures— A  Question  of  Gmnimar— Bo^v  Labour— And 
Schoolinir— Cadet  Corps— The  Deatli  of  the  First  Minister  of 
EdiiGition— London  University  Appoinlments  Board— Defec- 
tives— Tlie  Jov  of  Life— Dumtion  of  School  Discipline — Careers 
for  Girls. 

Summary  of  the  Month  100 

Moral  Teaching  as  Life  Revelation.     By  Frederick  J.  Gould  101 

The  Stuff  of  Dreams.     By  .John  Henderson  103 

The  College  of  Preceptors  :  — 

Teachers'  DiploraaExamination, Christmas, 1911 :  PassList  105 

Meeting  of  the  Council   lOS 

Certificate   and  Lower   Forms   Examination,   Christmas, 

191-1:  Colonial  and  Foreign  Class  Lists  lOii 

Practical    Examination    for    Certificates    of    AbOity    to 
Teach  :  Pass  List 1  :io 

Correspondence      Ill 

Is  our  Knplisli  Pronunciation  "  Careless,  Slovenlv,  and  Slip- 
shod"? 


Kase 
Prize  Competition     US 

The  Teaching  of  St.  Paul.     By  the  Rev.  A.  Naime     115 

Appreciation  and  Interpretation,  especially  with  regard  to 

Music.     By  Herbert  Antcliffe  US 

Current  Events     119 

Esquisses  Fran<,aises.     By  Marion  C'ahi  11    120 

The  Practice  of  Silence.     By  Prof.  Fijrster    122 

Reviews 122 

Ad  Lucem  ( Woods)  ;  Essays  on  the  Life  and  "Work  of  Newton 
(De  Jlorgan)  :  Tlie  Cambridge  History  of  English  Literature — 
Vol.  XI.  The  Period  of  the  French  Revolution  ;  The  Making  of 
the  Roman  Peoi)le  (Lloyd)  ;  The  "War  and  Deniociacy  (Seton- 
AVatson,  AVilson,  Zimmerniann,  and  Greenwood)  ;  Universit.v 
Life  in  the  Olden  Time  (Bevan). 

O  versea,s     125 

General  Notices    12C 

Publications  Received 131 

Mathematics 132 


Zhc  Ebucational  XTintes. 


SCHOOL    EXAMINATIONS    AND    THE 
COLLEGE    OF    PRECEPTORS. 

Some  twelve  to  fifteen  years  ao'o  tlie  work  in  secondary 
schools  was  serioitsly  disorganized  bj-  the  large  number 
of  external  examinations  for  which  piipils  needed  to  be 
prepared.  Multiplicity  of  e.xaminations  became  the  catch 
phrase  of  the  moment — an  evil  for  which  reform  w-as 
insistently  demanded.  After  some  years  the  Consultative 
Committee  was  asked  by  the  Board  of  Education  to  con- 
sider how  the  various  examinations  could  be  co-ordinated 
and  controlled.  In  July  of  last  year  the  Board  issued  a 
series  of  proposals  based  upon  the  report  of  the  Con- 
sultative Committee.  These  proposals  are  still  under 
discussion.  Briefly  they  are  these: — (1)  That  pupils 
under  sixteen  j'ears  of  age  should  not  be  entered  for 
external  examinations:  (2)  that  two,  and  two  only,  ex- 
ternal examinations  should  be  open  to  pupils  in  secondary 
schools,  one  for  pupils  of  about  the  age  of  sixteen,  the 
other  to  be  taken  one  or  two  3'ears  later;  {>>)  that  these 
examinations  should  be  conducted  entirely  by  University 
authorities  ;  (4)  and  that  uniformity  of  standard  should 
be  maintained  by  a  Central  Body  under  the  control  of 
the  Board  of  Education. 

There  is  much  to  be  said,  in  an  ideal  system  of  organi- 
zation, for  the  iii-st  proposal  that  no  pupil  under  sixteen 
year's  of  age  should  be  subjected  to  an  external  examina- 
tion. But,  in  laying  down  the  oatline.s  of  an  ideal  organi- 
zation, we  m  ust  not  neglect  to  take  note  of  things  as  they  are. 
It  will  probably  not  be  denied  that  the  greater  number 
of  pupils  in  schools  of  the  secondary  grade  leave  before 
the  age  of  sixteen.  If  examinations  ai'e  helpful  in  stimu- 
lating work,  and  useful  in  giving  an  indication  of  know- 
ledge gained,  it  would  be  hard  to  refuse  to  the  majority 
of  the  pupils  an  opportunity-  of  gaining  a  certificate  from 
an  outside  examining  body.  Perhaps  it  is  not  necessary 
to   say  more  on   this  point :    it  is  quite  certain  that  foi' 


many  years  to  come  secondary  schools  will  insist  upon 
examinations  of  pupils  of  the  age  uf  fifteen,  at  what  is 
generally  known  as  the  Junior  Stage  in  public  examina- 
tions. If  sixteen  should  become  the  minimum  age  at 
which  pupils  leave  secondary  schools,  the  projjosal  of  the 
Board  might  be  possible ;  though  there  would  still  be 
many  reasons  in  favour  of  the  Junior  Stage  examination. 
The  system  of  annual  examinations  is  established  in 
secondary  schools.  The  Board's  proposal  that  the  stan- 
dard of  the  higher  school  examination  should  be  such  as 
to  necessitate  for  most  pupils  two  j-ears'  work  after  pass- 
ing the  lower  examination,  brings  difficulties.  To  a  pupil 
of  sixteen,  an  examination  two  years  away  is  so  distant 
as  to  be  ineffective  as  an  incentive  to  immediate  study. 
Time  would  inevitably  be  wasted.  It  would  also  be  more 
difficult  to  induce  parents  to  let  the  pupil  remain  at 
school  for  an  examination  two  years  ahead.  For  one 
year  the  parent  may  be  persuaded.  Here,  as  elsewhere  in 
Circular  849,  the  Board  seem  to  have  in  view  a  limited 
number  of  secondary  schools  only. 

Throughout  the  Circular  the  Board  insist  that  school 
examinations  shall  be  conducted  by  Universities.  The 
schools  know  quite  well  that  resident  University  pro- 
fessors, tutors,  and  lecturers  are,  speaking  generally, 
entirely  without  the  knowledge  of  secondary  schools  that 
would  make  them  good  examiners.  They  can  examine 
for  scholarships  because  theie  they  are  testing  knowledge 
and  power  at  a  standard  to  which  they  are  accustomed. 
They  are  entirelj-  unsuited  by  training  and  experience  to 
test  the  work  of  the  pupils  at  the  lower  stages  of  the 
secondary-school  course,  especially  of  those  pupils,  the 
majority,  who  are  not  preparing  for  a  University  career. 
The  comparative  success  of  the  University  Locals  is  due 
to  two  important  factors.  In  the  first  place,  the  Delegates, 
the  Syndicate,  or  Council  have  been  willing  to  listen  to 
representations  from  secondary  schools  ;  and,  in  the  second 
place,  a  larger  number  of  teachers  or  ex-teachers  in  secon- 
dary schools  has  been  added  to  the  roll  of  examiners  and 
has  been  able  to  guide  the  more  purely  academic  section. 
The  resident  members  of  a  University  are,  as  a  rule,  un- 
familiar  with   the   process   of  education    in   a   secondary' 


98 


THE  EDUCATIONAL  TIMES. 


[March  1,  191-; 


f5chool  and  unsuitable  as  examiners.  Yet  the  Board 
seriously  propose  that  to  the  Universities  alone  should  be 
entrusted  the  work  of  testing  and  assaying-  and  thereby 
controlling  the  studies  in  secondary  schools.  The  Board 
ignore  all  examining  bodies  except  the  Universities.  The 
Circular  makes  no  mention  of  the  many  examining  bodies 
outside  the  Universities  that  are  now  in  existence. 

No  reference  is  made  by  the  Board  to  the  College  of 
Preceptors.  The  College  examinations  were  first  held  in 
1858 ;  at  the  moment  when  the  need  for  school  examina- 
tions was  felt,  the  College  organized  them  and  held  its 
first  examination  before  the  Universities  of  Oxford  and 
Cambridge  established  the  '■  Locals."  For  more  than 
sixty  years  the  College  examinations  have  been  regularly 
held,  examining  each  year  hundreds  of  schools  and  thou- 
sands of  pupils.  The  examinations  are  organized  by  a 
body  of  teachers  familiar  with  the  work  of  secondary 
schools;  the  examiners  are,  or  have  been,  teachers  in 
secondary  schools.  The  examinations  of  the  College  of 
Preceptors  afford  a  pi'oof  that  teachers  can  organize  suc- 
cessfully for  their  own  ueeds.  The  value  of  the  work 
that  has  been  done  in  raising  the  standard  of  secondary- 
school  studies  and  in  enabling  the  schools  to  maintain  the 
higher  standard  is  attested  by  many  witnesses.  Of  this 
the  Board  appear  to  have  no  "  official  knowledge."  The 
College  examinations  have  done,  and  will  continue  to  do, 
their  valuable  work.  The  Board  of  F^ducatiou  are  power- 
less to  interfere  so  long  as  the  large  number  of  secondary 
schools  in  the  country  persist,  as  they  ai-e  doing,  in 
remaining  loyal  to  the  College.  The  Board's  proposals 
are  weakened  bj'  the  omission  to  consider  the  one  well- 
established  examination  for  secondary  schools  generally 
uhicth  has  been  organized  by  teachers  themselves  in  the 
interests  of  education.  The  College  is  bound  to  make  a 
protest  and  a  public  statement  of  its  claims,  which  no 
action  of  the  Board  can  seriously  damage. 

Since  the  revolt  against  the  multiplicity  of  examinations 
some  fifteen  years  ago,  many  changes  have  taken  place 
and  the  evil  has  been  greatly  lessened.  But  there  still  is 
a  need  for  a  co-ordinating  body  which  shall  control  and 
unify  the  standard  of  examinations  in  secondary  schools: 
the  Board  suggest  a  composite  committee,  ruled  over  by 
themselves.  We  have  previously  shown  that  such  work 
is  outside  the  province  of  an  administrative  body  like  the 
Board.  A  committee  formed  from  the  secondary  section 
of  the  Registration  Council  is  the  right  authority  for  this 
purpose.  We  need  not  here  repeat  the  arguments  we 
have  already  given,  beyond  insisting  that  courses  of  studj* 
and  the  examination  of  them  are  matters  for  the  teaching 
profession  to  control.  The  Board  have  not  yet  got  rid  of 
the  academic  traditions  of  the  Universities,  which  are  as 
fetters  to  the  expansion  of  secondary  education. 

There  are  several  other  points  that  need  discussion 
which  cannot  all  be  dealt  -with  in  the  limits  of  a  leading 
article :  some  we  shall  discnss  later.  The  need  for  exam- 
inations has  been  questioned  :  the  value  of  competitioia 
has  been  denied.  We  have  assumed  above  that  school 
examinations  effect  a  useful  purpose,  and  that  the  spirit 


of  competition  when  properly  guided  and  not  allowed  to 
dominate  the  work  has  a  definite  value.  We  have  assumed 
equally  that  the  Board  intend  us  to  take  their  proposals 
seriously:  they  were  issued  before  the  War;  and  they  are 
largely  based  on  the  system  in  the  secondary  schools  of 
Prussia.  After  six  months  of  war  English  thinkers  ai-e 
able  to  see  clearly  the  dangers,  jjreviously  suspected,  that 
are  inherent  in  an  organized  State  system  of  education. 
The  pro[)Osals  in  Circular  S49  will  be  greatly  modified 
before  they  come  within  the  region  of  practical  politics. 
In  no  case  can  they  injure  the  important  work  that  the 
College  of  Preceptors  is  doing  for  secondary  education  : 
but  the  College  has  been  ignored  and  must  assert  its 
legitimate  claim  to  the  position  and  responsibilities  that 
devolve  upon  its  Council. 


NOTES. 

The  lecture  to  members  of  the  College  of  Pi'eceptors 
recently  given   by  Prof.  A.   P.    Pollard 
Lectutes.  ^^''^  ^°  thoroughly  enjoyed  that  we  are 

glad  to  be  able  to  announce  that  another 
lecture  has  been  arranged  for  Wednesday,  March  17.  at 
5.15  p.m.,  when  Prof.  Pollard  will  deal  with  ''The  War  and 
its  Prospects."  There  is  still  great  need  for  sound  know- 
ledge and  clear  thinking  on  the  subject  of  the  War.  The 
many  pamphlets  that  have  been  issued  help  us  greatly, 
but  often  the  spoken  word  has  more  weight  than  the 
printed  page.  It  will  be  remembered  that  the  series 
of  social  meetings  organized  for  this  winter  was  can- 
celled on  the  outbreak  of  the  War.  Members  will  be 
grateful  to  the  Council  for  the  excellent  series  that  has 
been  aiTanged  in  its  place.  The  lecture  by  Mr.  Hilaire 
Belloc  which  was  given  last  month  was  fully  appre- 
ciated. There  is  no  one  who  has  applied  a  knowledge  of 
topography  more  successfully  to  the  elucidation  of  the 
campaigns.  The  audience  greatly  enjoj'ed  the  clear  ex- 
position of  the  strategy  on  the  Kastei-u  and  Western  fi'onts. 


A  COKKESPONDENT  asks  VIS  to  act  as  umpii-e  in  a  dispute 
between  himself  and  another  student  of 
^  Grammar"^  Knglish.  He  quotes  the  following  :- 
■'  'The  Old  Curiosity  Shop,"  with  its  well 
known  story  of  Little  Nell  and  hei'  grandfather,  is  one  of 
the  most  touching  and  pathetic  tales  that  Jms  ever  been 
written,  and  certainly  ranks  among  the  finest  and  best 
known  of  Charles  Dickens's  works,"  and  asks  whether  the 
word  ■'  has,"  which  we  have  italicized,  should  not  be 
"  have."  He  wants  to  know  furtlier  if  the  use  of  the 
singular  is  an  indefensible  error,  or  whether  the  matter  is 
arguable.  As  our  correspondent  laid  stress  on  our  opinion 
as  authoritative,  we  wrote  at  once  to  relieve  him  from  his 
anxiety  ;  but  it  would  be  interesting  to  note  if  there  is 
any  difference  of  opinion  among  our  readers.  We  may 
propound  two  similar  queries  :  Must  the  phrase, '"  a  series 
of  lectures,"  always  have  a  singular  verb  ?  and  what  form 


March  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


99 


of  tbe  verb  should  be  vised  with  such  words  as  "  Board," 
■•  Council,"  "  Committee,"  aud  "  Body."  We  may  admit 
that  our  printers  charge  us  with  lack  of  uniformity  on 
tliis  point.  

As    we    anticipated    last    month,    the    reassembling   of 
Parliament   has    given    opportunity    for 
.    ,°^  the  discussion  of  boy  labour   on   farms. 

It  appears  that  the  Board  of  Education 
have  no  precise  knowledge  of  the  number  of  children  of 
school  age  who  have  been  employed  on  the  land  on 
account  of  the  alleged  shortage  of  labour  arising  from 
the  War.  In  August  of  last  year,  when  hai-vesting 
was  beginning,  both  Mr.  Asquith  and  Mr.  Pease  used 
words  in  Parliament  that  were  taken  by  many  Educa- 
tion Committees  as  an  unofficial  permission  to  relax  the 
attendance  laws.  Mr.  Pease  now  explains  that  these 
words  -were  meant  only  to  apply  to  short-time  emer- 
gencies ;  that  children  might  be  released  during  the 
har\'est,  and  should  then  go  back  to  school  again.  To  a 
deputation  on  this  subject.  Mr.  Pease  spoke  strongly  of 
the  inadequate  wages  offered  by  farmers  to  men,  women, 
and  children.  He  characterized  the  wages  of  women  as 
pocket  mouey  only.  The  Board,  he  said,  held  that 
shortage  of  labour  should  be  met  by  higher  wages  and 
better  conditions ;  that  employment  given  to  children 
should  be  light  ;  and  that  children  temporarily  with- 
drawn for  the  special  purpose  of  harvesting  should  be 
required  afterwards  to  return  to  school. 


It  would  be  pedantic,  even  if  it  were  possible,  to  insist 
upon   the  letter  of  the   law  in  a  period 
Schooling.  °^    emergency    like    the    present.      Our 

existence  as  a  nation  has  been,  and  still 
is,  at  stake.  The  individual  liberty  of  thought  and 
action  that  makes  up  our  national  feeling  might  have 
been  crushed  by  an  onslaught  of  war  organized  with  the 
highest  efforts  of  science.  The  nation  at  heart  never 
believed  this  possible :  it  was  unthinkable  because  we 
could  not,  and  would  not,  think  of  it  as  a  possibility  ; 
yet  it  might  have  happened.  Under  such  circumstances, 
the  schooling  of  the  children  becomes  of  minor  import- 
ance in  comparison  with  the  provision  of  fighting  men 
and  the  growing  of  corn.  But  our  food  supply  has  not 
been  seriously  threatened,  and  there  is  a  strong  suspicion 
that  the  employment  of  child  labour  is  merely  the 
result  of  selfishness  and  greed.  So  long  as  possible  the 
education  of  the  children  should  continue.  Whei-e  other 
buildings  are  available,  schools  should  not  be  requisitioned 
by  the  War  Office.  Mr.  Pease  is  in  a  difficult  position, 
but  he  will  have  the  support  of  thinking  people  in  trying 
to  avoid  the  closing  of  schools. 


The  resolution  passed  by  the  Incorporated  Association 

of  Head  Masters,  to  the  effect  that  in- 

Coros  struction  in  military  drill  and  in  the  use 

of  the  rifle  should  form  part  of  the  secon- 


dary .school  course,  was  brought  to  the  notice  of  Mr.  Pease 
in  the  House  of  Commons.  The  Minister  of  Education 
was  not  to  be  drawn  into  any  expression  of  opinion  upon 
what  he  evidently  thinks  is  a  thorny  problem.  He 
looked  to  the  War  Office,  and  had  no  desire  to  interfere 
with  another  department.  But  the  feeling  in  the  schools, 
which  reflects  the  feeling  in  the  country,  cannot  be 
brushed  aside  so  lightly.  Cadet  corps  are  becoming  more 
numerous.  The  principal  difficulty  is  the  matter  of 
funds.  The  L.C.C.  has  approved  of  the  formation  of 
cadet  corps  in  the  secondary  schools  of  London,  with  the 
proviso  that  they  shall  not  be  called  upon  to  pay,  beyond 
the  subscriptions  of  their  scholars.  This  is  the  pre- 
liminary stage  of  to-day.  To-morrow  it  will  be  recognized 
that  the  charges  for  physical  training  fall  upon  the 
Governors  just  as  reasonably  as  the  charges  for  intellec- 
tual education. 


Lord  Londonderrv  was  only  sixty-three  at  the  time  of 

The  Death  of  the    ^^^  death,  but  his  life  had  been  full  of 

first  Minister       strenuous  work.     He   gained    important 

■'  ■        educational    experience   as   Chaii-man   of 

the  London  School  Board,  an  office  he  held  from  1895  to 
1898.  In  1902  he  became  the  fii-st  Minister  of  Education 
under  the  Board  of  Education  Act  (1901).  Before  that 
time  the  Education  Department  was  nominally  a  branch 
of  the  Privy  Council  and  was  governed  by  the  Lord 
President  of  the  Council.  Great  things  were  expected 
from  the  establishment  of  the  Board.  Lord  London- 
derry's first  work  was  to  carry  out  Mr.  Balfour's  Act 
of  1902.  He  made  no  great  impression  as  a  Minister  of 
Education,  and  it  is  pj-obable  that  he  viewed  his  office  as 
one  of  administration  only,  but  he  was  an  earnest  and 
conscientious  worker,  and  he  certainly  managed  to  ensure 
that  the  enormous  changes  in  education  brought  about 
by  Mr.  Balfour's  Act  should  be  cairied  out  with  the 
minimum  of  friction. 


The  University  of  London  has  recently  issued  a  useful 
London  Uniuer-      pamphlet  of  information  in  regard  to  the 


sity  Appoint- 
ments Board. 


work  of  the  Appointments  Board.  The 
aim  of  the  Board  is  to  bring  vacant  posts 
to  the  notice  of  men  and  women  who  have  had  a  Univer- 
sity training,  and  to  give  to  employers  wider  opportunities 
than  they  have  previously  possessed  of  selecting  suitable 
persons  for  the  higher  classes  of  appointments.  The 
register  is  open  to  graduates  of  the  Univeisity  of  London, 
to  graduates  of  other  Universities  who  have  matriculated 
at  London,  and  to  undergraduates  of  London  in  the  term 
preceding  their  degree  examinations.  The  fee  is  .5s.,  paid 
annually  so  long  as  the  name  is  kept  on  the  register,  and 
no  further  fee  is  charged  to  either  side.  The  Board  know 
no  limits  to  the  scope  of  their  work.  Employers  of  all 
kinds  desiring  to  get  into  touch  with  well  educated  young 
men  and  women  are  invited  to  make  use  of  the  registei'. 
Applications  should  be  addressed  to  the  Secietary  of  the 
Appointments  Board  at  the  University  of  London. 


100 


THE  EDUCATIONAL  TIMES. 


[March  \,  1915. 


The  Board  of  Education  has  issued  to  Local  Authorities 
a  circular  on  the  subject  of   the  Elemen- 
Defectiues.  tary  Education  (Defective  and   Epileptic 

Childreu)  Act  of  1914.  The  new  Act 
came  into  operation  on  January  1  of  this  year,  and  Local 
Authorities  are  now  reminded  of  their  responsibilities  and 
duties.  Like  many  other  Acts  of  Parliament,  thi.s  Act 
places  on  the  Statute  Book  the  present  pi'actice  of  the 
richer  and  more  enlightened  authorities.  Already  in  some 
areas  the  epileptic  and  the  mentally  defective  are  cared 
for  in  special  institutions.  The  same  must  now  be  done 
in  all  ai'eas.  In  densely  populated  districts  a  day  school 
will  be  possible  for  most  children,  though  in  some  cases 
the  home  circumstances  will  make  a  boarding  school  pre- 
ferable. In  villages  the  occasional  child  must  be  sent  to 
a  boarding  school.  Either  the  Authority  must  provide 
the  boarding  school,  or  may  make  use  of  an  institution 
under  a  voluntary  body.  The  Board  pi'opose  to  pay  a 
grant  for  each  child  equal  to  half  the  cost  of  maintenance. 


"  I  COULD  shout  with  the  sheer  joy  of  it  all.    This  is  the 

real  thing  "    This  extract  from  the  letter 

'  J,  .2^  of  a  youna'  University  man,  writino-  from 

of  Life.  .    . 

a   training  camp,   was  quoted  the  other 

(lay  by  Dr.  R.  Murray  Leslie  in  the  course  of  a  lecture 
delivered  at  the  Institute  of  Hygiene.  This  is  a  side  of 
recruiting  that  has  not  been  put  forward  on  the  posters; 
but  it  is  very  real.  A  man  enlists  from  a  sense  of  duty  ; 
after  a  few  months'  ti'aining  he  begins  to  experience  a  joy 
in  being  physically  strong  that  was  previously  quite 
unknown  to  him.  This  accounts  for  the  high  spirits  of 
the  men  in  the  trenches.  If  the  war  shatters  the  nerves 
of  some  who  aie  constitutionally  unable  to  stand  the 
strain,  it  will  probably  improve  the  physique  of  a  very 
large  nuinber.  Dr.  Leslie  noted  the  extraordinary  de- 
velopment that  had  taken  place  in  flat-chested,  weedy- 
looking  young  men  after  a  short  period  of  training.  He 
instanced  a  case  where  the  commanding  officer  had  ordered 
uniforms  on  measurements  taken  at  the  beginning  of  the 
training;  they  had  all  to  be  sent  back  for  alteration,  so 
greatly  had  the  men  developed. 


Duration  of 
School  Discipline. 


A  CASE  of  interest  to  teachers  was  brought  a  short  time 
ago  at  the  Derby  Assizes.  A  parent 
sued  the  schoolmaster  for  assault  on  his 
son.  The  cii'cumstances  were  these. 
Tlie  plaintiff's  son  was  a  day  boy,  and  had  been  dismissed 
for  the  holidays.  On  the  following  day  he  came  back  to 
school  to  fetch  some  books.  He  was  met  and  questioned 
by  the  head  master.  He  admitted  that  he  had  been 
guilty  of  some  school  misdemeanour,  and  was  thereupon 
caned.  At  that  time  the  boarders  were  still  in  the  school, 
the  day  boys  having  been  dismissed  one  day  earlier.  The 
ground  of  the  action  was  that,  as  the  holidays  had  begun, 
the  schoolmaster  was  no  longer  in  loco  parentu,  and  that 
the  punishment  was  therefore  illegal.  Counsel  for  the 
defence  argued  that  as  the  boarders  were  still  on  the  pi-e- 
mises  the   term  was  not  technically  over,  and  that  the 


schoolmaster  had  power  to  inflict  punishment.  The  jury 
found  for  the  defendant.  So  far  as  can  be  judged  from 
the  newspaper  account  of  the  case,  the  verdict  of  the  jury 
was  the  result  of  the  evidence  that  term  had  not  ended 
at  the  time  when  the  punishment  was  given. 


Lecturing   before  the  League  of  Honour  on  openings 
for    educated    women.   Miss    Craig    said 
Girls  *'^®  higher  professions,  such  as  medicine, 

surgery,  and  architecture,  were  open  to 
women  of  exceptional  powers.  She  went  on  to  say  that 
in  gardening  and  horticulhire  the  chief  demand  was  for  girls  with 
capital  enough  to  start  on  their  own  account  aftt:r  training.  Jobbing 
gardening  and  town  gardening  were  branches  of  the  work  in  which 
there  was  still  plenty  of  room  for  girls  with  some  power  of  organiza- 
tion and  initiative.  Forestry,  too,  seemed  in  many  ways  to  be  suit- 
able for  women.  Cookery  offered  an  immense  opening  to  educated 
girls,  though,  curiously  enough,  at  present,  men  were  the  greatest 
experts  in  cookery.  Tea-rooms,  dressmaking,  hospital  nursing,  nur- 
sery-nursing, and  laundry-work  had  each  their  own  opportunities, 
while  in  artistic  work  the  most  recent  successes  were  the  lady  house- 
decorators.  There  were  also  at  present  successful  women  hook- 
binders,  metal  workers,  jewellers,  chemists,  florists,  and  photo- 
graphers. 


SUMMARY  OF  THE   MONTH. 


Military  Uccui'.\tiox  or  Schools. 
Mr.  Pease,  in  reply  to  a  question  in  the  House  of  Coni- 
mons,  said  ;  "  From  returns  received  by  the  Board  of  Edu- 
cation, the  number  of  public  elementary  schools  (excluding 
special  subjects  centres  and  special  schools)  which  had  been 
occupied  wholly  or  in  part  by  the  military  authorities  up  to 
November  1,  1914,  was  738  in  England  and  12  in  Wales. 
Since  that  date  the  Board's  records  show  221  cases  of 
occupation;  some  of  these,  no  doiibt,  are  cases  of  reoccu- 
pation  of  premises  already  counted  in  the  Authorities' 
returns.  It  is  not  practicable  to  sa3'  how  manj»  scholars 
have  at  one  time  or  another  been  temporarily  out  of  school. 
In  the  majority  of  oases,  either  the  occupation  was  for  only 
a  short  period,  or  temporary  accommodation  has  been  found 
for  the  scholars  displaced.  The  number  for  whom  at  the 
present  moment  no  provision  exists  is,  approximately,  thir- 
teen thousand,  all  in  England.  Of  these,  the  great  majority 
belong  to  infants'  or  junior  departments  or  classes.  The 
number  of  schools  still  in  whole  or  in  part  converted  to  the 
use  of  the  military  is  228  in  England  and  five  in  Wales. 


iNTEHN.'iTION'.^L   CONGRESS    ON    SoCL\L    WoRK    .\ND    SERVICE. 

The  Executive  Committee  has  issued  the  following  reso- 
lution :  "  That  in  view  of  the  situation  arising  out  of  the 
European  War,  the  British  Committee  of  the  sixth  Inter- 
national Congress  on  Social  Work  and  Service,  recognizing 
the  impossibility  of  holding  the  Congress  on  the  dates  fixed 
by  the  International-  Committee  for  the  Promotion  of  Con- 
gresses of  Assistance,  resolves  that  an  announcement  be 
made  forthwith  to  this  effect;  with  an  intimation  that  due 
notice  will  be  given  by  the  competent  authority  of  the 
resumption  of  the  series  of  International  Congresses  and  of 
the  date  and  place  of  the  next  meeting." 


Thl  .Joint  Schol.\stic  Age.ncy. 

The   following  report   has  been  issued  :   "'  During  the  past 

eight  years  this  Agency  has  been  the  meaus  of  successfully 

introducing  1,675  masters  to  various  scholastic  appointments, 

and  the  coinitiifision  paid  by  these  masters  is  less   by  .£3,688 


Marcli  1,  1915.] 


THE  EDUCATIONAL  TIMKS. 


lUl 


than  it  icoulil  have  been  had  the  same  posts  been  obtained 
through  the  usual  profit-seeking  agencies.  The  total  number 
of  posts  notified  to  the  Joint  Scholastic  Agency  during  the 
year  1913-14  was  677.  On  an  average  a  notice  of  each  of 
these  vacancies  was  sent  to  twenty  suitable  men,  with  the 
result  that  272  out  of  the  677  posts  were  secured  by  candi- 
dates introduced  by  this  Agency.  The  number  of  vacancies 
notified  to  the  Agency  during  the  last  term  of  the  year  was 
383,  and,  despite  the  large  number  of  existing  agencies  and 
Appointments  Boards,  this  Agency  was  successful  in  filling 
147  of  these.  The  number  of  men  on  the  books  at  the 
present  time,  when  there  is  an  exceptional  sliortage  of 
masters,  is  669,  the  classification  being  as  follows  :  graduates 
of  Oxford  and  Cambridge,  181;  of  London,  1.57;  of  Dublin,  9; 
of  other  Universities,  210;  of  non-graduates.  60;  of  special- 
ists for  art,  woodwork,  or  music,  52." 


Athletic  Members  of  PAnLi.\:MENT. 
The  House  of  Commons,  says  the  Times,  took  unusual 
interest  in  the  swearing-in  of  ilr.  F.  S.  Jackson,  the  former 
English  Cricket  captain.  The  House  is  very  fond  of  its 
athletic  members,  three  of  whom — Sir  Edward  Grey,  Mr. 
McKenna,  and  Mr.  Pease — are  in  the  Cabinet.  The  Foreign 
Secretarj'  won  the  M.C.C.  tennis  prize,  the  Home  Secretary- 
rowed  bow  in  the  Cambridge  boat,  and  the  Education  Minis- 
ter played  football  and  polo  for  Cambridge.  Mr.  Pease,  too, 
is  one  of  the  Commons  band  of  cricketers,  as  he  captained 
Durham  County  for  six  years.  Others  of  Mr.  Jackson's 
fellow-cricketers  are  Mr.  H.  W.  Forster,  who  played  for 
Oxford,  and  Mr.  S.  Hill- Wood,  who  was  in  the  Derbyshire 
eleven.  Then  Mr.  W.  Dudley  "Ward  rowed  for  three  years  in 
the  Cambridge  eight,  and  j\Ir.  Hemmerde  has  won  the  Dia- 
mond Sculls.  Mr.  Ganzoni  is  a  member  of  the  Sussex  County 
lawn  tennis  team,  and  so  far  back  as  1868  Mr.  Eugene  Wason 
won  the  O.xford  University  foils. 


Juvenile  Employment. 
Mr.  Pease  (answering  questions  by  Mr.  Whitehouse)  said 
that  since  the  outbreak  of  war  the  Board  of  Education  had 
been  in  correspondence  with  a  number  of  Local  Education 
Authorities  on  the  subject  of  the  employment  of  children  who 
would  not,  in  normal  circumstances,  be  exempt  from  school 
attendance.  He  had  no  power  to  suspend  or  to  authorize 
Local  Education  Authc^ritics  to  susijcnd  the  operation  of  their 
by-laws,  and  consequently  an  Authority,  when  considering 
the  question  of  enforcing  its  by-laws,  had  no  occasion  to 
apply  to  him  for  sanction,  though  in  some  cases  they  might 
have  done  so  imder  a  mistaken  impression.  The  industry  in 
which  the  employment  of  children  was  contemplated  was,  in 
most  cases  agriculture,  in  one  case  the  metal  industry,  and 
in  some  cases  it  was  not  specified.  He  would  be  prepared  to 
lay  on  the  table  the  chief  correspondence  which  he  had  had  on 
the  subject  with  Local  Education  Authorities. 


.Appointments. 

Miss  Ethel  Steuart  has  been  appointed  Assistant  to  the 
Professor  of  Latin  in  University  College,  Cardiff.  The  post 
was  vacant  owing  to  the  enlistment  of  the  previous  holder. 

The  Council  of  St.  Hugh's  CoUege,  Oxford,  have  appointed 
Miss  Eleanor  P.  Jourdain  to  be  Principal  of  the  College  in 
the  place  of  Miss  Moberly,  who  has  resigned. 

Miss  Clara  Lorn  as  has  been  elected  to  the  Leech  Fellow- 
ship at  the  Victoria  University  of  Manchester. 

Prof.  Foster  Watson,  of  the  University  College  of  Wales. 
.Aberystwryth,  has  been  appointed  Gresham  Professor  of  Rhe- 
toric in  succession  to  Mr.  J.  E.  Nixon,  who  has  resigned  after 
a  tenure  of  the  professorship  of  thirty-three  years. 

Dr.  R.  A.  Williams,  Professor  of  German  in  Dublin  Uni- 
versity, has  been  appointed  Professor  of  German  and  Teu- 
tonic Philology  in  Queen's  University,  Belfast. 


MORAL    TEACHING    AS    LIFE-REVELATION. 

By  FxiEDEHicK  J.  Gould. 


I. 

The  cause  of  moral  instruction,  with  which  I  have  been 
associated  for  more  than  twenty  years,  has  made  progress  in 
this  country  and  elsewhere.  I  cannot,  therefore,  affirm  that 
the  reproach  of  "  moralizing,"  so  often  levelled  at  it  by 
ignorant  critics,  has  hindered  its  spread.  But  perhaps  the 
attempt  to  meet  the  ignorant  criticism  may  assist  a  more 
liberal  expansion  of  the  work,  and  it  may  also  correct  mis- 
conceptions in  the  minds  of  some  cordial  supporters.  Since, 
as  just  intimated,  I  oft'er  my  plea  in  the  presence  of  both 
friends  and  opponents,  it  will  lie  understood  that  I  occupy 
the  detached  jjosition  expi-essed  in  the  unambiguous  phrase, 
"  I  speak  only  for  myself." 

What  is  meant  by  moral  instruction.^  The  aim  of  moral 
instruction  is  to  develop  good  feeling,  excite  the  imagination 
and  train  the  reason  on  the  subject  of  conduct,  and  to  stimu- 
late the  will,  so  far  as  these  purposes  can  be  accomplished  by 
teaching  pure  and  simple.  In  order  to  clear  the  ground  still 
further,  I  may  also  premise  that,  while  I  do  not  ignore  tlie 
Kindergarten  stage  and  the  adolescent  stage,  the  scope  of  my 
study  is  mainly  confined  to  the  period  of  seven  to  fourteen 
years  of  age,  and  it  always  includes  both  sexes.  Yet  another 
preliminary  observation  may  be  ventured,  although  I  do  not 
establish  it  as  the  pivot  of  the  discussion,  and  it  is  this :  that, 
after  dealing  with  ethical  topics  in  children's  classes  on  many 
hundreds  of  occasions,  I  have  come  to  recognize  the  age  of 
eleven  to  about  thirteen  and  a  half  as  characterized  by  a 
certain  quality  of  moral  judgment,  crude  and  juvenile,  of 
course,  but  relatively  clear  and  impartial.  For  the  public 
demonstrations,  to  which  I  have  devoted  much  effort  foi' 
a  long  time  past,  I  make  it  a  rule  to  secure  boys  and  girls  of 
this  age  so  far  as  possible,  and  at  this  level  of  mental  develop- 
ment one  can  best  illustrate  methods  of  moral  teaching.  This 
statement  must  be  taken  with  common-sense  qualifications, 
for  no  habit  can  be  worse  in  educational  work  than  that  of 
pouncing  upon  special  stages — Kindergarten,  snb-adolescent, 
adolescent,  early  prime — as  the  decisive  crisis  of  character. 
As  a  citizen  and  a  teacher,  I  attach  no  unique  social  value  to 
any  one  of  these  phases,  and  I  refuse  to  be  bluffed  even  by 
that  idol  of  the  modern  psychologists,  the  adolescent.  So  far 
as  I  am  concerned,  that  precious  youth  is  not  going  to  be 
served  at  a  separate  spiritual  table  from  the  rest  of  us.  I  n 
education  we  should  all  form  a  family,  though  our  sizes  may 
differ  and  our  capacities  vary. 

Moralizing  instruction  is  a  truly  odious  compound  of  bore- 
dom and  intellectual  poverty,  against  which  I  have  warned 
audiences  in  innumerable  cities.  The  Nineteenth  Century  felt 
a  sort  of  cunning  joy  in  telling  a  more  or  less  attractive  anec- 
dote to  the  young  assembly,  and  then  concentrating  its  ardour 
in  the  summons :  "  And  now,  children,  what  may  we  learn 
from  this  example?  "  The  children's  hearts  sank  in  propor- 
tion as  the  didactic  passion  rose,  and  their  leaden-eyed  resig- 
nation touchingly  indexed  the  teacher's  stupidity.  Of  course, 
we  want  them  to  learn  from  examples.  Life  itself  is  one  long 
example.  But  moralizing  is  a  noisy,  grinding  process  of 
digging  and  raking  out  a  truth  whicli  ought  to  emerge,  with 
the  aid  of  a  few  skilful  words,  naturally  and  spontaneously. 

One  attribute  of  the  moralizer  is  his  mania  for  the  ever- 
lasting No,  and  his  path  is  marked  by  a  melancholy  trail  of 
Don'ts.  Broadly  speaking,  and  without  pedantry,  it  may  be 
said  that  the  ethical  No  belongs  to  antiquity,  and  the  ethical 
Yes  to  the  living  present.  Since  antiquity  was  a  necessary 
order  from  which  to  develop  the  modern  spirit,  it  ill  becomes 
us  to  scorn  the  negativism  of  the  ancient  codes  and  Torahs. 
For  Sinai,  or  Thebes,  or  Babylon,  or  the  Ganges  Valley,  or 
Pekin.  the  Tltou  shalt  aot  was  a  divine  lightning  and  a  veto 
that  illumined  the  way  of  experience.  For  tlie  modern  day. 
however,  the  inspiration  is  breathed  more  by  the  positive  call 
than  the  negative  warning.  The  teacher  whose  moral  instruc- 
tion largely  consists  of  prohibitions  is,  in  a  significant  evolu- 
tionary sense,  behind  the  times,  and  is  treating  his  pupils  as 
Assyrians.  This  is  not  to  assert  that  one  should  never  re- 
proach, never  forbid,  and  never  allude  to  folly,  vice,  or  crime. 
But  folly,  vice,  and  crime  are  never  repulsive  except  by  con- 


102 


THE  EDUCATIONAL  TIMES. 


[March  1,  1915. 


trast  with  Tfisdoin,  virtue,  and  integrity.  You  may  scold  a 
child  a  thousand  times  for  uncleanliness,  and  he  apprehends 
nothing  of  your  objective,  though  he  apprehends  your  dis- 
pleasure, until  you  reveal  to  him  the  beauty  and  sanity  of 
clean  habi  ts.  Forced  cleanliness  may  conceal  a  dirty  soul. 
Dante,  vrho  was  an  excellent  psychologist  as  well  as  poet,  does 
not  portraj'  his  repentance  in  the  Inferno,  where  everj-  circle 
preaches  negations :  but  in  the  topmost  region  of  Purgatory, 
where  he  sees  descending  Beatrice, 

In  a  cloud 
Of  flowers  that  from  these  liancis  angelic  roRe, 
And  down,  within  and  outside  of  the  car, 
Fell  showering:,  in  white  veil  with  oliv«  wreathed, 
A  virgin  in  my  view  appeared,  beneath 
Green  mantle,  robed  in  hue  of  li^-ing  flame. 

It  was  then  that  Shame  depressed  his  forehead.  In  the 
presence  of  puritj-  he  understood  impurity.  The  teacher, 
therefore,  who  desires  to  arouse  admiration  for  temperance 
must  picture  the  temperate  man  as  having  in  him  something 
of  the  valiant  and  masterful.  The  ethical  end  will  not  be 
gained  by  dismal  descriptions  of  alcoholic  madness  or  foolish- 
ness. Tills  positive  metliod  is  difficult,  Init  it  is  not  surprising 
that  good  teaching  should  be  difficult.  One  characteristic  of 
the  hortatory  and  negativist  mode  of  instruction  is  its  won- 
derful easiness.  You  can  rattle  ofl  a  list  of  "  don'ts  "  without 
sitting  up  late  to  prepare  the  notes  of  the  lesson.  A  moral- 
izing negativism  is  popular  with  incompetent  parents  and 
teachers,  and  some  lazy  theorists  love  it,  as  you  will  see  if  you 
scan  their  essays  on  moral  education. 

Another  attrilmte  of  the  moralizer  is  his  excessive  fondness 
for  the  "  ought."  Probably  some  people  would  define  moral 
instruction  as  telling  children  what  they  ought  to  do  or 
ought  not  to  do,  or  what  ought  or  ought  not  to  be  done 
in  general.  Undoubtedly,  for  the  purpose  of  textbook 
analysis,  that  is  reall}-  what  the  instruction  intends.  But 
the  "ought"  need  not  announce  itself  in  the  fire,  wind,  or 
earthquake  of  solemn  maxims ;  it  may  come  in  a  still,  small 
voice  uttered  through  the  admiration,  hope,  and  love  excited 
by  a  noble  story.  Perchance  the  loudest  "  oughts  "  (if  one 
may  speak  in  paradox)  are  never  heard.  I  confess  to  feeling 
the  greatest  reluctance  to  imposing  the  strident  "'  ought  " 
upon  children's  delicate  souls  when  addressing  the  ethical 
class.  One  winter  I  taught  American  children  more  than 
two  hundred  and  fifty  times  on  conduct  subjects,  and,  as 
I  was  about  to  leave  the  scene  of  1113-  last  talk  (in  Washington, 
D.C),  1  was  able  to  say  that  I  had  given  no  good  advice  to 
my  young  American  friends.  I  quite  freely  allow  that  my 
practice  was  needlessly  tender,  and  that  the  explosion  of 
a  maxim  now  and  then  would  not  have  hurt  their  feelings. 
Nobody  complained,  though  I  venture  to  suspect  that,  in 
many  cases,  this  was  because  nobody  noticed,  and  the  recitals 
of  stories  of  true  hearts,  lieautiful  lives,  and  good  deeds  were 
unconsciously  accepted  as  admonitions  to  the  true,  the  beau- 
tiful, and  the  good.  1  will,  at  least,  hope  so.  .^nd  it  may  be 
advisable  to  say  again  that  I  have  in  mind,  as  a  rule,  the 
period  seven  to  fourteen  years  of  age.  The  "  ought "  has 
a  very  insistent  and  powerful  part  to  play  in  the  conscience 
of  the  adolescent.  At  that  stage  the  Socratic  method,  in  the 
strict  sense  of  the  term,  may  be  employed  to  displa}-,  in  letters 
of  fire,  the  message  and  meaning  of  the  moral  imperative.  I 
do  not  wish  to  enter  on  controversial  fields  with  lespect 
to  what  debating  enthusiasts  call  "sanctions,"  but  I  humbly 
suggest  that  teachers  and  parents  often  lay  a  quite  unnatural 
stress  upon  the  explanation  of  why  we  should  do  right. 
Children  may  often  ask  t  "  Why  should  1  do  that  particular 
thing.'' "  But  they  usually  mean  no  more  than  if  they  should 
ask  why  lunch  is  fixed  for  one  o'clock  ;  that  is  to  say,  they  are 
merel}'  inquiring  for  some  casual  or  personal  antecedent — 
a  very  different  thing  from  propounding  the  question  in  the 
abstract  :  "  Why  should  I,  at  any  time,  act  rightl}-  'i  "  1  have 
never  met  a  child  under  the  age  of  fourteen  who  wittingly 
framed  that  inquiry,  though  I  have  often  encountered  his 
ghost  in  tlie  controversial  circle. 

As  a  matter  of  fact,  the  vast  majority  of  human  actions  are 
not  done  because  the  doers  deliberately  decide  that,  on  ethical 
grounds,  they  "  ought "  to  be  done.  They  are  done  from 
instinct,  from  habit,  from  training,  from  imitation,  from 
obedience  to  custom  and  fashion,  and  the  results  are,  on  the 


whole,  excellent.  Fussy  moralizers  quite  overlook  this  ele- 
mentary fact  of  dail}-  exuerience  when,  for,  instance,  they  tell 
children  they  ought  to  love  their  parents.  The  average  child 
does  actually  love  his  parents,  without  any  sage  counsel  and 
•without  the  stimulus  of  maxims.  Indeed,  it  is  an  insult  to  the 
average  child  to  tender  this  silly  advice,  though  it  remains 
true  that  the  natural  instinct  needs  enlightenment  and  ration- 
alizing. It  is  also  true  that,  beginning  at  varying  moments 
in  the  child'.s  moral  experience,  the  "  ought  "  comes  into  con- 
sciousness as  a  magistral,  and  sometimes  terrible,  motive  of 
action ;  and  in  the  heroic  crises  of  life  the  "  ought  "  displaces 
habit,  training,  custom,  fashion,  and  even  instinct,  and  domin- 
ates the  soul  in  supreme  light  and  energy.  In  such  crises 
the  highest  powers  of  character  are  realized,  but  these  crises 
are  not  for  childhood. 

If  we  examine  the  history  of  the  human  soul — that  is,  the 
history  of  religion,  art.  manners,  politics,  industry — and  seek 
to  trace  the  process  by  which  ordinary  right  willing  and  right 
doing  are  accomplished,  and  the  sujiremacy  of  the  "ought" 
established,  we  shall,  of  course,  discover  that  at  critical  stages 
the  moral  law  has  been  definitively  proclaimed  by  great 
teachers  in  precepts  and  commandments  and  definitively 
accepted  by  their  immediate  hearers  and  disciples.  Even  in 
their  case,  it  is  a  mistake  to  suppose  thej-  proceeded  mainly  by 
way  of  argumentation  or  direct  exhortation.  Jesus  and 
Buddha  taught  by  parables  as  well ;  and.  indeed,  it  is 
reported  of  Jesus,  when  teaching  the  multitudes,  that 
"without  a  parable  spake  he  not  unto  them."  If  now  we 
extend  the  term  "  teachers,"  as  we  quite  legitimatelj-  may, 
to  all  those  instructors  who  assisted  in  purifying  manners 
and  ennobling  motives,  we  shall  ascertain  that  what  maj-  be 
called  the  parable  method  has  been  the  principal  method  of 
the  moral  instruction  of  humanity.  In  other  words,  humanity 
has  received  its  moral  instruction  chiefly  bj'  means  of  [loetry. 
drama,  storj-  (history),  picture,  allegory,  apologue,  table,  and 
legend.  The  proposition,  observe,  is  not  that  these  media 
of  teaching  were  popular,  but  that  they  were  the  chief,  and 
have  always  been  the  chief,  and  still  are  the  chief,  and  are 
likely  ever  to  remain  the  chief,  mode  by  which  the  ethical 
message  is  imparted  and  the  ethical  tradition  contiuued,  and 
strengthened,  and  beautified  from  generation  to  generation. 
Plato's  Dialogues  are  for  the  few,  Aesop's  Fables  for  the 
many ;  Paul's  Epistles  for  the  few,  the  Gospel  stories  for  the 
many;  Calvin's  "Institutes"  for  the  few,  Bunyan's  "Pilgrim's 
Progress  "  for  the  many;  Comte's  "  Positive  Polity  "  for  the 
few,  Maeterlinck's  plays  for  the  many ;  La  Eochefoucauld's 
maxims  for  the  few,  Moliere's  comedies  for  the  many;  Mon- 
taigne for  the  few,  Shakespeare  for  the  manj- ;  the  Vedantic 
philosophy  for  the  few,  the  legend  of  Kama  and  Sita  for  the 
Indian  millions.  I  shrewdly  suspect  that  the  "few"  who 
nourish  their  spirits  on  philosophy  and  dialectic  would  join 
in  a  bread  riot  if  a  spiritual  tyrant  threatened  to  de]>rive  the 
world  of  those  charming  legends  and  poems  and  novels  which 
in  their  noblest  forms — and  the  noblest  are  ultimately  the 
popular — have  supplied  the  moral  food  of  our  race  from  the 
primal  ages  to  the  newest  moment  in  the  world  dr<ima.  It 
is  worth  while  remarking  that  the  mass  of  the  people  have 
not  been  altogether  passive  receivers  of  this  instruction.  In 
the  case  of  myths  and  legends  they  have  been  co-operators  and 
artists.  The  grand,  typical  legends,  indeed,  are  what  they 
are— touching,  naive,  dramatic — because  of  the  good  sense, 
the  wisdom,  and  the  sesthetic  contributed  by  successive  gener- 
ations, as,  tor  example,  the  tale  of  Savitri,  the  myth  of  Demeter 
and  Persephone,  or  the  stories  in  "  The  Little  Flowers  of  St. 
Francis  of  Assisi." 

The  object  of  my  present  thesis  is  to  apply  this  historical 
principle,  of  the  revelation  of  life  and  right  through  the 
parable,  to  the  moral  instruction  of  children.  In  the  second 
article  f  |u-opose  to  reproduce  an  ethical  lesson  embodying 
this  principle,  and  in  the  third,  and  last,  to  re-emphasize  the 
principle. 


Mr.  a.  J.  Watson,  assistant  master  at  the  Grammar  School,  St. 
Ives,  Huutingdon.^hire,  was  drowned  while  attempting  to  i-escue  a 
girl  who  had  fallen  from  her  bicycle  into  the  River  Ouse  at  St.  Ives. 
The  river  is  greatly  swoDen  by  floods,  and  the  girl,  who  was  unable 
to  swim,  sank  into  a  hole  and  disappeared.  Her  body  and  bicycle 
were  recovered  later. 


March  1,  1915.] 


THE  EDUCATIONAL  TIMES. 


103 


THE    STUFF    OF    DREAMS. 

By  John  Henderson. 


If  children  of  a  tender  age  are,  as  we  incline  to  believe,  the 
best  judges  of  what  literature  best  suits  them,  a  hig-h  place 
must  be  accorded  to  that  now  half-forgotten  classic,  Mrs. 
Molesworth's  "  Ouckoo  Clock."  The  scramble  up  the  chains 
and  the  discovery,  inside  the  clock-case,  of  a  handsoiTiely 
upholstered  apartment,  lit  by  the  soft,  effulgent  light  of  a 
single  precious  stone,  are  essentially  cliildliood's  imaginings. 

Half  an  hour  with  a  couple  of  five-  or  six-year-old  children 
whose  sensibility  is  not  below  average  provides  some  instruc- 
tive and  interesting  material  for  consideration — not,  perhaps, 
as  a  branch  of  higher  education,  but  as  a  peep  into  a  world  of 
fairy  people  who  know  not  the  harder  ways  of  our  mundane 
world.  And  if  it  be  of  importance  for  the  adult  to  have 
a  knowledge  of  men  and  things,  of  how  much  greater  im- 
portance is  it  to  have  a  knowledge  of  children  and  things. 

Perhaps  a  day  of  cold  rain  in  winter  sends  the  imagination 
upon  an  exercising  jouruey  in  search  of  warmth,  Ijut  the 
point  need  not  be  insisted  upon.  What  is  remarkable  is  the 
simple  fact  that  cold  and  wet  may  be  transformed  at  will 
to  warmth  and  sunshine.  "  Pretending  "  is  the  magic  word 
that  does  this  thing — pretending  backed  by  a  strong  will  to 
believe. 

"  It's  a  fine  day,  pretending,"  said  Gerard,  "  and  I  shall 
take  you  for  a  walk.  You  must  get  ready  at  once,  pretending, 
and  clear  up  all  these  toys  first."  After  a  pause  :  "  Pretend- 
ing."    There  was  no  need  to  employ  physical  labour. 

The  i-eply  from  Lettie  might  have  been  disconcerting; 
certainly  it  was  a  complete  non  seqnUur :  "This  is  my 
palace,  pretending,  and  I  have  let  you  come  in  because  you 
are  the  Prince.  You  must  put  on  your  prince's  clothes,  pre- 
tending, and  kiss  ray  liand.  And  1  will  kiss  you,  Gerard, 
because  I  love  you." 

Tlie  last  sentence  was  the  real  stuff'  of  dreams.  Pretending 
had  no  place  in  it.  ° 

Gerard  changed  his  ground  at  once,  and  made  wonderful 
sweeping  evolutions  which  converted  the  nursery  into  a  bath- 
room . 

"  Here  is  the  bath,  Lettie,  and  you  are  in  it,  pretending. 
Don't  splash,  or  you  will  make  the  fire  sing.  It  does  sing, 
you  know,  when  we  splash  it.     I  wonder  why?" 

This  was  too  good  an  opportunity  to  miss,  and  Lettie  ran 
to  the  door  of  the  nursery  and  spoke  naughtily  :  "  I  have  run 
out  into  tlie  garden  with  no  clothes  on.  pretending,  and  you 
are  very  cross  with  me,  and  I  shall  liave  a  bad  cold,  pretend- 
ing. I  shan't  really  have  a  bad  cold  though,  Gerard,  shall 
IP" 

"  Of  course  not.     But  you  must  be  a  good  girl,  pretending, 
and  come  and  have  your  bath." 
"  I  am  always  good." 

The  argument  that  followed  need  not  be  i-epeated.  It  was 
realism  of  the  frankest  description.  To  make  amends  for  her 
desertion  of  the  land  of  make-believe,  Lettie  saved  the  situa- 
tion by  a  brilliant  suggestion. 

"  This  is  a  deep  wood,"  she  said  ;  and  so  strong  was  the 
imaginative  impulse  that  "  pretending  "  was  for  once  for- 
gotten. "  I  am  a  witch,  you  know,  a  horrid  old  witch  with  a 
stick,  and  here  is  ray  cat.  Only  I'm  not  really  a  witch  — — ." 
"  You  can't  really  have  my  cat,"  said  Gerard,  clinging  to 
his  stuffed  familiar.  "  Shippitaro*  doesn't  like  witches.  He 
told  me  so,  pretending." 

"  It  is  very  rude  of  little  boys  to  interrupt  older  people,  and 
I  am  older  than  you." 

"  Not  pretending,  though.  I'm  seventeen-one,  pretending, 
and  you  are  a  tiny  little  baby  in  a  cradle." 

"  No,  I'm  a  witch,  really,  pretending." 
^  The  complication   called    for   pause,   and   the   pause   gave 
Gerard  time  in  which  to  grasp  the  spirit  of  the  play. 

"  A  bad  witch  made  you  a  witch,  Lettie,  and  you  stand  there 
and  make  tremendous  faces,  because  all  witches  make  tre- 


*  Schippeitaro,  the  brave  dog  of  the  Japanese  fairy  story,  haa  be- 
come a  wonderful  cat — pretending. 


mendous  faces  and  ride  on  brooins.     They  go  right  over  the 
moon  on  brooms   Lettie.     I  know  they  do."  " 

"  Only  pretending,"  said  Lettie  in  a  superior  fashion  which 
came  near  to  wrecking  things,  and  caused  Gerard  once  more 
to  shift  ground,  this  time  not  so  romantically,  for  he  spoke  of 
the  War  and  killing  and  other  gruesome  things. 

"  I  don't  like  playing  at  being  dead,"  said  Lettie.  and  waited 
while  inspiration  came.  "  Yes,  I  do,"  she  added.  "  I  know 
a  beautiful  game." 

This  game  cannot  be  written  down  in  childish  language. 
The  narrative  might  cause  amusement  of  an  uncomfortable 
sort,  but  nothing  better  worth  having.  It  is  preferable  to 
pass  OTi  to  the  next  romantic  adventure  of  that  crowded  after- 
noon's employment. 

Rain  was  beating  lustily  upon  the  window,  obscuring  the 
outside  world,  and  Lettie,  with  sudden  tenderness  and  self- 
liity,  looked  out  into  the  deserted  road. 

"  There  are  two  poor  children  out  there,"  she  said,  "  two 
very  poor  children,  pretending.  They  are  (|uite  blue  with 
cold,  and  shivering,  and  they  are  very  hungry." 

"  Where,  Lettie  I'  " 

•'  Walking  up^  the  road,  pretending.  Coming  to  the  gate. 
It's  Lettie  and  Gerard,  pretending,  and  they  want  to  come  in. 
We  must  let  them  in." 

There  was  a  rush  for  the  nursery  door,  a  ceremonious  open- 
ing and  welcome.  Seats  were  placed  beside  the  fire— four 
seats  around  a  little  table.  Lettie  brought  out  her  tea  things, 
and  presided  grandly  over  the  improvised  meal. 

"  You  poor  things,  how  wet  you  must  be,"  she  said.  "  Why 
ever  didn't  you  take  a  taxi  ?  •  We  always  take  a  taxi  from  the 
station  when  it  is  wet.     It's  such  a  long  way,  you  know." 

"  I  said  to  mother,  I  said,''  put  in  Gerard,  "  t  said  to  mother, 
Lettie,  I  did— when  we  came  from  Grannie's — big  Grannie's, 
I  mean,  and  we  came  home  nearly  dark,  you  know — well,  I 
said,  '  Let's  take  a  taxi,'  and  mother  said  '  Nonsense  I  it  will  do 
us  good  to  walk.'  So  we  did  walk.  .  .  .  But  "—triumphantly— 
"  I  took  a  taxi,  pretending.     I  did,  Lettie,  really  I  did." 

'•  I  think  they're  dry  now,  poor  things,"  said  Lettie. 
"  They'd  better  have  a  bath  perhaps,  and  go  to  bed." 

■'  It's  too  soon  after  tea,"  objected  Gerard. 

■■  Not  pretending." 

Oh,  the  convenience  of  it!  Never  too  late  to  do  the  work 
one  wants  to  do ;  never  too  early  to  indulge  in  play  ;  never 
impossible  to  hold  the  far-removed  thing  in  one's  liands.  T 
fancy  there  must  be  some  connexion  between  the  stuff  of 
dreams  and  the  faith  that  removes  mountains. 

But  even  childhood  demands  its  realities  as  well  as  its 
dreams.  There  was  a  sudden  desire  to  "  tidy  up.  '  followed 
by  a  serious  bout  of  knitting  on  the  part  of  Lettie,  and  of 
paper-folding  by  Gerard.  These  occupations  lasted  until  the 
real  tea-time  came.  There  was  no  pretence  about  that,  except 
that  (jerard  made  a  subtle  attempt  on  the  sugar. 

■'  I  haven't  had  a  piece  of  sugar,"  said  he. 

•'  Oh,  but  you  have,  (ierard,"  said  one  in  authority. 

"Not  ]n-etending,'"  said  he. 


The  staff  and  students  of  the  Imperial  College  of  Science  and 
■Teclmology  have  presented  to  the  War  Office,  through  Sir  Alfred 
Keogh,  the  Rector,  who  is  now  on  active  service  with  the  troops 
abroad,  a  complete  portable  X-i-ay  apparatus  for  use  in  temporary 
field  hospitals  at  the  front. 


The  Gill  Guides  now  number  about  3,000  in  and  about  London 
alone.  Since  the  war  began  the  number  of  girl  guides  has  increased 
considerably.  They  are  acting  as  hospital  "  orderlies,"  as  voluntary 
messengers,  and  in  doing  such  odd  jobs  as  padding  spUnts  and  making 
bandages,  and  acting-  as  models  in  classes  for  first-aid  and  nursing. 
The  head-quarters  are  at  116  Virtoria  Street. 


According  to  the  Lokalanzeiger,  Berlin  school  childi-en  are  being 
induced  to  make  the  following  resolution: — "From  to-day,  so  long 
as  the  War  lasts,  we  renounce  sausages  and  meat  for  dinner,  and  bind 
ourselves  to  take  to  school  when  tlie  class  lasts  till  1  o'clock  not  more 
than  two  slices  of  bread,  and  when  the  class  lasts  beyond  1  o'clock  not 
more  than  four  slices.  That  is  quite  sufficient  to  appease  hunger,  and 
meat  and  bread  supplies  will  thereby  be  spared." 


104 


THE  EDUCATIONAL  TIMES. 


[March  1,  1915. 


ClouaD'sCorrespondenceCollefle, 

TEMPLE    CHAMBERS,     LONDON,     E.G. 

The  following  are  a  few  of  the  letters  received  from  some  of  Clough's  AmC.P-  and 
L.C.P.  successful  Students  at  the  recent  Diploma  Examinations,  1914-1915. 


St.  Wilfrid's  Home. 

Jimiiary  24tli.  1915. 
Dear  Mr.  Clougu, 

I  have  just  received  from  the  College  of 
Preceptors  a  statement  of  the  results  of  my  Exam- 
ination for  the  Diplonm  of  Associate  at  Christmas, 
1914. 

1  liave  passed  in  Geography  and  Arithmetic,  and 
have  pained  Honours  in  French.  1  am  so  plad 
that  I  have  passed  in  Oeo^naphy  and  Arillimetic, 
as  these  have  always  been  my  weak  sub- 
jects. I  ascribe  my  success  entirely  to  your  ahle 
tiiilion,  and  am  very  gniteful  to  you  for  all  the 
trouble  you  have  taken. 

Yours  faithfully, 

Emily  Ri'shton. 


The  School  House, 

Swannington, 

Leicester. 
24.1. '15. 
Dear  Sir. 

I  heard  yesterday  morning  that  I  have  been 
successful  at  the  recent  A.C.P.  Examination. 

I  wish  to  offer  you  my  heartiest  and  sincerist 
thanks  for  your  valuable  notes  and  most  helpful 
correction  of  papers. 

I  trust  your  College  will  have  every  success  in 
the  future.      Personally,  I  shall  redommenrt  your 
Classes  whenever  I  have  an  opportunity. 
Again  thanking  you, 

I  am. 

Youi's  faitlifuUy, 

W,  F.  DURAM. 

G.  B.  CLorGir,  Esq. 


2  Newport  Terrace, 

Mill  brook, 

Plymouth. 
Oct.  2nd,  1914. 
Dear  Mr.  Clougu , 

I  heard  the  result  of  the  A.C.P.  Examination 
yesterday.  1  have  passed  in  all  subjects  I  took, 
viz..  History,  Aritlniietic,  and  Mathematics.  I  got 
Honours  in  Arithmetic. 

Thanking  you  lor  \ our  course  of  woik, 
I  remain. 

Yours  sincerely, 

A.  Lam>rev. 


Miles  Lane, 

Shevington. 
AVigan. 

Lanes. 
23rd  January,  1915. 
G.  B.  Clougu,  Esq. 
Dear  Sir. 

The  result  of  liie  A.C.P.  Examination  has 
reached  me  this  morning. 

I  am   pleased  to  inform  you  that  I  have  been 
successful.    (Full  Diploma.) 

Thanking  you  for    the    help    affordeil    by    your 
course  of  tuition, 

I  am, 

Yours  truly, 

Ellen  Blight. 


57  Wards  Road, 

Seven  Kings. 
24th  January,  1915. 
Dear  Sir, 

I  am  pleased  to  inform  you  that  I  have 
qualified  for  the  full  L.C.P.  Diploma,  at  my  lirst 
attempt. 

I    must    say    that    I    found    your    tuition    most 
helpful. 

Yours  truly, 

George  Cleverly. 
G.  B.  Clovgh,  Esq. 


Bryn  Celvn, 

Park  Crescent, 
Bargoed. 
G.B.CLOrcm,B.c  Octota- 1st,  1914. 

Dear  Sir, 

I  am  pleased  to  be  able  to  inform  you  that 
I  ha\  e  completed  the  examination  for  the  Diploma 
of  A.C.P.  with  Honours  in  Arithmetic. 

I  must  Ihank  you  very  much  for  yoni'  valuable 
help,  and  I  shall  be  very  pleased  to  recommend 
your  College  to  students  requiring  help. 

I  shall  be  joining  again  in  the  future  to  study  for 
I'-*^"^*  I  remain. 

Yours  faithfully, 

J.  S.  Prentice. 


Dear  Sir.  1st  October.  1914. 

I  am  i)leiised  to  inform  you  that  I  have  re- 
ceived A.C.P.  result,  this  morning.  I  have  secured 
a  "  Pass ''  in  all  the  subjects  i  took  under  you.  and 
"Honours"  in  Geography.     (N.B.—  Tf/e  only 

Candidate  t'>  ftain  Honours  at  this  Examination.) 
1  have  now  completed  the  pajjers  and  am  entitled 

to  the  A.C.P.  Diploma. 
I  derived  great  help  from  your  notes  and  hints, 

and  they  flayed  a  good  part  in  my  success. 
Yours  faithfully, 

(-Y.B. — The  oriyinal  of  this  letter,  with  name  and 
address,  can  be  seen  at  the  College,) 


6  Dover  Terrace, 

Kensington, 

Bath. 
Dear  Sir.  January  25th.  1915. 

I    liave   succeeded    in  gaining  my  A.C.P. 
Diploma. 
Thanking  you  for  your  kind  attention, 
I  am. 

Yours  faithfullv. 
G.  B.  CLoi-ou,  Esq.  ^-  Winckwoeth. 


Kinlocli  Villa, 

Blairgowrie. 
DearMr.  CLOUt.H,  26.1.15. 

I   have  pleasure  in  informing  you  that  I 
have  obtained  the  Diploma  of  A.C.P. 

I  take  this  opportunity  of  thanking  you  for  the